Literacy Spotlight – The Bicester School

September 25, 2026

This time the Literacy Spotlight is shining on The Bicester School, Oxfordshire. HTLA/Lexia Coordinator Keeley Greer tells us of the difference PowerUp Literacy has made to her school, the importance of building a routine and how myLexia data has informed implementation across key stages.

Can you tell me a little about your school environment and some of the literacy challenges you face?

Keeley: We’re a mainstream secondary school, with students aged from 11 all the way through to 18. With Lexia, we normally target students aged 11 to around 15 or 16, although they can continue into Year 11 if they would like to.

We mainly use Lexia in our SEMH base here at the school, which we call the Learning Zone. It’s a smaller space, based in the centre of the school, and that’s where we run Lexia.

It was already in place when I joined over six years ago, so we’ve been using it for a long time.

How did you first come across the Lexia program and what were your first impressions of it?

Keeley: I thought it was brilliant. Honestly, I had never seen a programme like that within my time at secondary school.

So, to join this secondary school and then see it being implemented in interventions, I thought was really good. It was easy to follow and the children seemed to really enjoy it. So yeah, I was really surprised.

What do you feel makes Lexia stand apart from other reading skills software products on the market?

Keeley: What I really like about LexiaUK is that it’s tailored to each learner. I think that’s so important, and it’s a key factor because it supports their independence in their own learning. It also makes the work feel purposeful.

Without that link to their individual targets, they might start to question why they’re doing it, especially if it feels a bit too challenging. So, the fact that it is tailored to them, it really helps and it’s also quite motivating. It’s something they can do, even though they find it challenging, and being able to take back some ownership of their learning is really important.

Which cohorts do you use Lexia with and how do you identify pupils to put on the programme?

Keeley: We network in our school so we have a reading and literacy lead in the English department that we work really closely with. They will do a star reading test and we get the results of their percentiles and their reading ages. Anyone that can do with like a little boost and a bit of extra support gets sent to me. Then, I will timetable them in to come to the learning zone and to experience Lexia.

We specifically focus on Year 7 and 8 so that we can give them the intervention as soon as possible. But we also extend it all the way up the school so anyone is welcome to use it up to year 11. We don’t cut anyone off. So, we mainly focus on the Year 7 and 8 groups and anyone that wants to continue or maybe flagged in a later year, is welcome to try out.

What is your approach to timetabling and how you ensure that you reach recommended usage?

Keeley: We mainly aim for four sessions a week. The way we structure it is with half an hour of group reading or partnered reading, followed by half an hour on LexiaUK, and that works really well for concentration span.

Having that mix of reading aloud in a group setting and then independent focus has really helped our students, and they genuinely enjoy it. Having that consistent routine and approach works much better for them.

How have you used rewards to motivate and celebrate success on the Lexia program?

Keeley: Yes, we have a really calm and quiet environment, and I think that really helps. It’s quite a welcoming space. We take a simple approach. Students come in, do a group read, get logged on and then work independently. It’s about giving them the space to do it for themselves and show themselves that they can do it.

They absolutely love the certificates. Whenever someone earns a certificate, we always make a fuss and they’re presented with it properly. We also use a house point system, so house points are rewarded, along with postcards. Even small things like, “I can see you’ve done really well,” or giving positive feedback, really help.

That’s how we’ve kept motivation high and used LexiaUK in a way that supports our students.

How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?

Keeley: Yeah, I found that so beneficial. It’s also really important to say that I had a LexiaUK training session when I first took over running LexiaUK, and that helped me massively. Without that, I wouldn’t really have known where to start or where to look for the things that would support me. So, the fact the LexiaUK team offered that was really, really helpful.

I also saved the recording, so I sometimes go back and have a look when I can’t quite remember how to do something. But overall, seeing the data and the charts is brilliant. When I go into the class list and click on a student, I can see their worksheets and the things they’ve missed, which is really, really helpful. It gives me a clear understanding of what they’re getting and what they aren’t getting.

It also really supports discussions in meetings with SLT and senior leaders. Having that kind of data to show makes a real difference in supporting our intervention and helping us move students forward.

What main piece of advice would you give to a school that was just getting started with Lexia?

Keeley: The advice I would give for anyone giving Lexia go is just to try it. Just try the programme, because you will see it gives back what you put into it. So explore it, you can’t really go wrong! Don’t be afraid, and don’t be afraid to reach out to the LexiaUK team. I did, and it helped me so, so much.

There are so many resources available, including lesson plans that you can print and use. You might do it once with the student, and then they can take it away and continue the programme independently. So, you can set the student off on some independent learning, or support them with the worksheet first and then let them move on to learning by themselves.

It’s really versatile. Students can work independently, as a group, or even in pairs. Sometimes pairs will come out and help each other. If one student flies through grammar and the other is thinking, “Oh my goodness, I don’t know how to do this,” they can support each other.

It just creates such a lovely atmosphere, that’s what I’ve found with Lexia.

Describe the impact that Lexia has had on your pupils

Keeley: There’s been a massive shift this year. In particular, I’ve noticed a real push from students wanting to come back to intervention. They are wanting to choose the programme again, return to the Learning Zone and keep going.

A lot of students have also taken it into their own hands. They’re taking their cards home to continue the programme and push themselves further. So even if they’ve made enough progress with me to move on, they still want to carry on at home. What’s really nice is that this is starting to have an impact beyond the individual, siblings are seeing it, wanting to get their own cards and joining in at home too. It’s happening across year groups, and it’s been really lovely to see.

Through using the programme, our students with Lexia in particular have seen their reading ages go up, which is a massive accomplishment for them. We track this progress carefully and record it in our system so we can show that they’ve had the programme and what the outcomes have been.

Overall, our readers have improved. It’s brilliant, really! We couldn’t be happier.

Can you give an example of a Lexia success that sticks out to you?

Keeley: I have a few LexiaUK success stories, and really, any student who comes and gives it a go is a massive accomplishment in itself. I’m always so proud of all of them.

There are some students who have really taken it into their own hands and have used the programme throughout their time in secondary school. In particular, one student in Year 9, now moving into Year 10, have come to me asking, “Please can I have my card? Please can I do it at home?” They’re working incredibly hard using the software, and it’s amazing to see. It’s also having such a positive impact on them in lessons, which makes it a real success story.

I also have another learner who is very shy, but comes in and works so tirelessly on Lexia, always trying their best. You can see their progress clearly and their chart just keeps going up and up and up, which is wonderful to see. Even though they don’t shout about their achievements, they are noticed and that’s really important.

What feedback have you had from your Lexia pupils?

Keeley: We have lots of pupils who have always said they’ve really enjoyed it. Some days, when motivation is low and it’s been a long day, it’s a bit of “oh no, miss,” but when they come and do it and get it finished, they’re always very proud of themselves.

Across the board, everyone gives it a go in our school. No one turns it down. They all try it and they all benefit from it.

I also see real continuity across year groups. Sometimes I’ve had a group in Year 7 and then I see them again in Year 8. They know the routine, they know the programme, and because they have that self-awareness and sense of control, they just get logged on and get started. There’s a real sense of responsibility there, and that works really well.

Is there anything else you would like to add?

Keeley: I think LexiaUK has been a massive success in the Bicester school because it gives our learners a real sense of pride and purpose. They are able to take their learning into their own hands. They have a quiet space where they can work independently and just get on with it.

Because the learning is tailored to them, they are able to achieve.