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Education Endowment Foundation (EEF) Lexia Evaluation Report on KS1 Struggling Readers:

‘Children offered Lexia made the equivalent of two additional months’ progress in reading, on average, compared to other children. These results have a high security rating’

In addition, subgroup analysis on FSM pupils represented an effect of three months’ additional progress.

To read the full report, click here.

Our May Star User is North Featherstone Junior and Infant School and Lower Key Stage 2 leader, Lucy Whale, told us about why they decided to purchase Lexia and the positive impact it has had on their students.

Why did you decide to purchase Lexia?

There were a number of reasons why we decided to purchase Lexia: we were aware of some target groups who needed a tailored intervention to improve attainment across Key Stage Two in Literacy, and after a few discussions, Lexia was mentioned and was highly recommended by staff who had used it with great success in previous schools.

Can you provide a general overview of how you use Lexia?

Lexia at NFJI has been organised by the SENCo and the Literacy Lead: we decided to purchases 75 Lexia licences, children were originally selected linked to assessment, or SEN or Pupil Premium in Upper Key Stage Two. However, as the year has gone on children who need more confidence or support with reading and spelling were selected in Lower Key Stage Two. Children have allocated time to access iPads or the ICT suite, in order to ensure that they reach their target time each week. All pupils have also been given a letter about home access and we are still intending to hold a parent information evening to boost usage even further.

As well as using the program to monitor progress, the children on Lexia are also tracked using our school assessments to see the impact of the intervention. Lexia is generally used as an independent intervention but the program allows teachers to intervene and support with additional teaching and resources when necessary.

Have you noticed a positive impact on students?

Children generally engage really positively with the program and are keen to progress and receive the end of level certificates. Teachers have commented that they have seen children becoming more confident in using the technical literacy vocabulary. Children have also remarked ‘I learnt that on Lexia’, when achieving in SPAG exercises. Children are motivated to complete the program and are keen to join the ‘Lexia Wall of Fame’. At the end of the first academic year of using Lexia, children accessing the program were seen to make exceeding progress in reading.


Do you use a special rewards system in school when pupils progress on Lexia?

Children receive their level certificates as part of our weekly achievers’ assembly, and those who are working particularly hard or regularly accessing the program at home are awarded a different certificate to celebrate their efforts. As a school, we wanted a way to celebrate completion of the program, so we created a ‘Lexia Wall of Fame’ where the children’s faces are displayed in the USK2 area, and they are very proud of this.

How useful do you find the Lexia reports in terms of demonstrating progression and informing planning?

Reports from the program are really informative for staff, especially when they highlight an area which is really challenging to a certain individual, and we have found the lessons produced really beneficial to boosting progress.

Lexia has been successful in school because all the staff are willing to try new initiatives to improve progression, and they have worked hard to ensure that children have sufficient time to meet their usage. Staff are working together to access the program and keep up-to-date with the children’s progress. Staff are positive and this has then transferred to the children, with some pupils pleading to be added to the program, when another child finishes.