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Rolling out NGRT
We started small, piloting NGRT in Years 2 and 6. The feedback from staff and pupils was overwhelmingly positive. We printed out the reports, discussed them with the teachers, and asked the children what they thought about them, and everyone seemed to like it. Teachers found the reports easy to interpret and immediately useful for planning. Pupils also appreciated the adaptive nature of the test, which adjusted to their ability and reduced anxiety.
We then expanded NGRT across more year groups, integrating it with our Management Information System (MIS) to streamline administration. The reports allowed us to group pupils by specific skill gaps and plan targeted interventions. Teachers could quickly identify who needed support and in what areas—without hours of manual analysis.
We also used NGRT data to inform our morning intervention sessions, which we call DEAR time (Drop Everything and Read), where the teacher allocated specific activities to specific groups of children to enhance their skills. This allowed us to deliver focused support to both struggling readers and those ready to be stretched further.
Transforming reading
NGRT has helped us move from providing generic reading support to truly personalised learning. Teachers can now group pupils by specific needs, plan targeted interventions, and track progress over time. The adaptive nature of the test means that pupils aren’t overwhelmed, and teachers can identify those who need extra support without singling them out.
Looking ahead, we plan to use future literacy funding from the government along with NGRT data to enhance both ends of the attainment spectrum – supporting our most vulnerable learners while also stretching our higher achievers.
NGRT hasn’t just helped us assess reading - it’s helped us transform it. And in a school like ours, that’s everything.
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