We met with small groups of boys to gain their insights into learning and reading at Mellers. Our key findings were that they were enthusiastic about the themes at Mellers and their learning.  All children recognised that everyone learns differently and that could have different work at different times. They were respectful of others’ abilities, regardless of what these were.  For reading, the children were keen to share their favourite books, some of which had been recommended by school adults. Their reading books were at the correct level for each individual. Children’s responses about when they read in school were mixed, as they sometimes forgot about guided reading which happens weekly within English lessons and they reported that other children in the class sometimes interrupted their quiet reading time. 

Next steps identified by Joy Buttress, English lead

• Be clear with children in each class about the reading timetable
• Manage class behaviour during quiet reading time so readers are not interrupted
• Repeat interview with comparison group