Policies

Fresh Start (FS)

Context and Issue

Fresh Start (FS) addresses the critical challenge of supporting pupils at risk of falling behind in literacy during early secondary schooling. Designed as a catch-up intervention, FS provides systematic and rigorous phonics practice to ensure these pupils reach an appropriate level to integrate successfully into mainstream classes. FS aims to bolster literacy skills through assessment and grouping based on reading ability, particularly for pupils who failed to achieve a secure National Curriculum Level 4 in English during their primary education.

Solution

FS offers a structured programme focused on phonics practice, tailored to the needs of pupils identified as at risk in early secondary schooling. With sessions conducted outside of regular English lessons for one hour thrice weekly, FS provides targeted instruction to enhance reading proficiency. The intervention involves recognising, practising, and blending sounds and graphemes, guided by module booklets.

Impact

The evaluation of FS involved 433 Year 7 pupils across ten secondary schools, with 212 pupils receiving the intervention for 22 weeks during their first year at secondary school. Results indicate that pupils in the intervention group made more literacy progress than the control group, with an overall effect size equivalent to approximately three months of additional progress in reading age. Positive progress results were observed across pupil sub-groups, including Free School Meals-eligible pupils and various demographic categories, suggesting the intervention's effectiveness across diverse student populations.

Analysis

This study represents a departure from traditional trial models funded by the EEF, with three secondary school clusters independently applying for funding to implement and evaluate FS in their schools. Collaborative efforts among schools, independent evaluators from Durham University, and FS developers facilitated the successful implementation and evaluation of the programme. The evaluation team observed FS as well-conducted and attractive to teachers and pupils, with participating schools expressing intentions to continue the intervention for future cohorts. These findings underscore the efficacy and sustainability of FS as a catch-up literacy intervention for pupils at risk of falling behind in early secondary schooling, with promising implications for enhancing literacy outcomes among diverse student populations.