Vincent Docherty: Concentration on literacy development in Glasgow schools is already showing positive results

John Paul Academy in the north-west of the city is reaping the benefits of concentrating on literacy development, with soaring examination statistics, reduced exclusions and a new S1 intake bigger than ever before.

Using additional staffing, granted by the local authority, the school has been able to bolster the number of those responsible for working to develop pupil literacy and also pay for extensive programmes of supported study. The March programme for supported study saw over 150 pupils attending each Saturday morning class throughout the entire month. This runs parallel to a programme where a group of undergraduates from Glasgow Caledonia University attends the school to support the study of S5/6 pupils on Tuesday and Thursday evenings.

To specifically address the improvement of literacy, one of the strategies we employed was a “literacy across learning” committee which worked across the whole school. Every school department was represented in this group, which aims to develop a consistent approach to reading and writing. Pupils in S1 were also screened using a recognised reading test, with those below their chronological reading age offered extensive support.

Both primary and secondary teachers in Glasgow have been working together to ensure that standards are consistent and to raise the expectations of both parents and pupils. This has involved the creation of literacy transition groups, which were set up to raise standards in literacy for children in P7 and S1. Pupils in S4 have been screened as well. We looked at their writing and difficulties with punctuation and spelling were specifically addressed.

In our school, the focus on literacy has led to pupil-tutor groups which were arranged according to reading ages. Every morning for eight weeks they would receive tailored support to help enhance their reading. Some of the forms this has taken include encouraging pupils to read broadsheet newspapers. For those reluctant readers, we have used a Kindle, while in some cases there has been one-to-one individual support offered by teachers.

A big part of all this is raising the expectations of parents and pupils. We have worked hard to encourage pupils into higher and further education. A programme has been developed across S3-S6 to facilitate the transition of young people into college and universities, including campus visits for those in S3 and S4.

All this has led to significant progress for many pupils across all subjects. A new level of both confidence and interest in reading has been developed for many of them. It has been agreed by all parties concerned in literacy development will continue to be a major focus for John Paul Academy.

• Vincent Docherty is head teacher of the John Paul Academy, Summerston, Glasgow