Monteagle Primary School used the Ruth Miskin Literacy Programme (RML) throughout the school to help their children.

Monteagle's teacher/manager Kirsten Mackie outlines a week in the life of the programme…

Setting the stage

The first task was to assess all the children in the school to establish where they were in reading. The assessment is straight forward. We used the standardised Read Write Inc tests from the handbook. These tests put the children on the appropriate point on the programme.

Each child is put into their own ability reading group regardless of age. We use every available space around the school not just class rooms, but halls and corridors in some cases. One full hour a day is given over to this programme. It is a whole school commitment.

A typical week looks something like this. Although, as you may know, there is never a typical week at any school!

Monday

I coordinate a 'hot list' of children for tutoring (1:1 sessions with those children who have difficulty blending and those who need extra support to keep up with their group). I also check that 'fliers' can make fast progress through the programme. These children are assessed and moved on a Monday. I then update the overview tracking sheet.

Tuesday/Wednesday

I use these days to go into different groups to model lessons and team-teach. Sometimes a teacher requests this as they may need a revision of specific parts of the programme, or just want to see some different ideas in delivering the programme. Sometimes we arrange a day for a trainer to come in and give us support in specific areas in teaching the programme. On these days I may take several groups at once while the teachers and assistants are being trained.

Thursday

On Thursdays I observe lessons or arrange for peer observation/support. I provide feedback to the programme tutors and suggest what can be changed and kept the same. This is to ensure that all areas of the programme are being taught correctly and the same across the different groups.

We specifically focus on the 5 'p's' – participation, positive teaching, pace, purpose and passion. The programme is very prescriptive, which is why it works well. However we have to make sure that all tutors are passionate in their teaching so it continues to work well and we achieve the maximum results. I also meet with the resource manager for our selected programme, RML and check resources and stock levels.

Friday

I try to organise a meeting with the head teacher to keep her informed of everything that is going on. (Our head, deputy and assistant head all make time to drop in our sessions during the week). We discuss children who have made good progress during the week, especially for good partnered work. These children are then praised in next week's assembly. We also discuss parents’ workshops and ensure all stake holders are informed of all achievements.

On a Friday all staff give me their reading programme registers. On the bottom of these they write any children who are ready for assessing to move on.

The Monteagle Project | The Challenges | A Week in the Life of the Programme… | Benjamin Zephaniah | Monteagle Primary School Poem | Shane's Poem | Why We Did It | What Monteagle Did and What It Cost | The Testing of Reading Ability at Monteagle Primary School

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