EEF - ABBRA Year 1
ABBRA is a Year 1 Reading Support Programme, which is being funded by the Education Endowment Foundation (EEF).
The aim of this project is to evaluate the impact of a Year 1 reading support programme delivered by members of school staff who have received specialist CPD training, on children’s reading attainment at the end of Year 1. The programme can be delivered online using Abracadabra (ABRA) or via paper-based materials and is composed of phonics, fluency and comprehension activities based around a series of age-appropriate texts. The results of the research will contribute to our understanding of the potential value of using the Year 1 reading support programme to improve reading in a small group teaching context and will be widely disseminated to schools across England.
At Joseph Cash we have been selected to take part in the paper based approach.
Coventry University - Alphabetic Principle Reception
The Alphabetic Principle Project is a research study looking at the development of reading and spelling in Reception age children in the UK and the Czech Republic.
Our aim is to examine whether the ability to read and spell develops out of knowledge of specific letter-sounds and the ability to blend them (for reading) and segment them (for spelling), or whether knowledge of just a few letter-sounds, plus the ability to blend and segment them, is sufficient to decode and spell most basic words. Our findings will help to accurately inform phonics programs by identifying which letter-sounds and phonological skills are most important to early literacy development.
Information for parents
- Letter to parents Alphabetic Principle
- Parent Information Sheet Alphabetic Principle Project 11 10 18
- Parental consent form Alphabetic Principle
- Questionnaire Alphabetic Principle
University of Oxford - Attachment and Trauma Whole School
As a school we are taking part in the Alex Timpson Attachment and Trauma Programme in Schools. This is about raising awareness of attachment and trauma issues some children and young people might have which effect their ability to engage in learning opportunities in school. This work is being independently evaluated by researchers at the Rees Centre, University of Oxford.