Switch-on Reading an intensive ten week reading intervention delivered by Nottinghamshire County Council. The programme is administered one-to-one by TAs or teachers to improve reading outcomes for vulnerable or underachieving primary and secondary pupils. The aim of Switch-on Reading is for children and young people to be able to participate more fully in the classroom by becoming more confident and active, independent readers.
Schools identify two TAs, teachers or librarians to deliver the programme, plus an Intervention Coordinator (ideally a middle leader). They deliver 20- minute Switch-on Reading sessions one ‑to ‑one to at least two pupils daily. Schools receive two sets of finely-graded books as well as resources to support the delivery of the programme.
This programme is for pupils in Year 7 and Year 8 who are working well below age-related expectations in reading. The books provided are appropriate for this age group. Switch-on Reading may be appropriate too for older pupils in special settings.
As part of the Department for Education’s Accelerator Fund, the EEF is supporting programmes that have positively impacted pupil outcomes in previous EEF trials to reach more pupils. We will support these programmes to be accessible at a larger scale with delivery focused on the Research School Commissioner regions of the North, East Midlands & Humber, West Midlands, whilst maintaining their high quality and impact.
Switch-on Reading has already been rigorously evaluated in previous EEF trials, so this project is focused on scaling up the programme to support more schools and pupils.
However, as part of the EEF’s overall Accelerator Fund work, an evaluation team will be commissioned to independently evaluate the extent to which the overall aims of the package of work has been met, whether each part of the work (for example, scale up programme delivery) has delivered its goals and implemented as planned, and identify specific factors that promote or hinder its success and in order to inform the EEF’s future processes and practice. This evaluation will focus on processes rather than impact.