Reading at RAP
Intent
At Redbridge Alternative Provision (RAP), we recognise reading as the foundation of learning, independence, and future success. Many of our students arrive with disrupted educational experiences, social, emotional and mental health needs, and low confidence as learners. As a result, reading is central to our school improvement strategy.
We aim for all students to become confident, fluent readers who can access the curriculum, engage with a wide range of texts, and succeed in education, employment, or training. Alongside this, we strive to foster a positive reading culture, helping students to see reading as purposeful, relevant, and enjoyable.
Reading is embedded across the curriculum and wider school life. Through initiatives such as Poetry Week and Literacy Week, students are given opportunities to engage with language creatively, develop their voice, and build positive relationships with reading.
As students progress, we develop their ability to read with increasing fluency, understanding, and critical awareness, ensuring they are equipped with the skills needed to thrive beyond RAP.
Students will develop the confidence to use reading as a tool for learning and for life.
Implementation
When students join RAP, they are assessed using Star Reader and other standardised assessments to identify their reading age and specific areas of need. This ensures that teaching and intervention are tailored to each student’s starting point.
Reading development is supported through a structured, whole-school approach. All students access timetabled Literacy for Life lessons, alongside regular opportunities for reading in form time and across the curriculum. Accelerated Reader is used to guide book choices, support comprehension, and track progress, enabling students to take ownership of their reading journey.
Students requiring additional support receive targeted intervention through the Additional Learning Support programme. This provision is bespoke and may focus on phonics, fluency, comprehension, or vocabulary development, depending on individual need. Reading data is used consistently by staff to adapt teaching, provide appropriate challenge, and ensure progress is closely monitored.
The development of the RAP library further supports reading for pleasure, offering a range of diverse and engaging texts matched to students’ interests and reading levels. Whole-school initiatives, including Poetry Week and Literacy Week, promote reading as a shared and valued part of school life, helping to build confidence and engagement
Impact
Our approach ensures that students make measurable progress from their individual starting points and develop as confident, capable readers.
Students demonstrate:
- Improved reading ages and comprehension skills
- Increased confidence and engagement with texts
- Greater independence in selecting and discussing reading material
- Enhanced ability to access learning across subjects
Reading becomes both a skill and a source of enjoyment. Students begin to see themselves as readers, developing resilience, self-esteem, and a stronger connection to learning.
At Key Stage 4, students are better prepared for Functional Skills and GCSE-style reading demands, with outcomes reflecting the impact of targeted, data-informed provision.
Ultimately, students transition from reluctant or disengaged readers to motivated learners who can use reading to succeed in education and beyond.