Readit2 creates literacy-orientated pre-schoolers.

At the core of Readit2 is an emphasis on the development of an emotional attachment to reading and learning: it is this daily one-to-one reading experience between a child and expert practitioner that has been proven to make a difference.

Developed by Sarah Kingham, who has over 30 years experience of working with a wide range of settings, the programme is informed by both research and personal experience. She passionately believes that all children can enter school with the pre-literacy skills that enable them to successfully learn to read. Once the programme had been successfully trialled, assessed and more recently validated by OFSTED, Sarah decided to set up a social enterprise dedicated to extending its reach and impact.

Readit2 has one clear aim: to help children who are identified as needing early intervention at ages two to five enter school as reading equals, through an emotionally bonding, one-to-one reading experience. It’s not complex: it’s grounded in theory and research and has been commented on in several Ofsted reports.

“Inspiring training with a wonderful tool to empower children to love to read and learn, the emotional approach has made a deep impact on my general view of teaching in the Early Years.”
EYFS Co-ordinator attending Readit2 training, February 2016
Most importantly, Readit2 has had a significant impact on children in receipt of Early Years Pupil Premium. Their parents have commented on their improved sustained concentration, their greater interest in books and greater desire to read. The assessments over a short period of time revealed a ‘narrowing of the gap’ between lower and higher-achieving children. As a result, Reception baselines will be raised in schools admitting children who have benefited from Readit2, as the children will know more about books and print when they start school and will therefore be more ready to learn to read.

Ways to implement the Readit2 programme

The programme has been implemented in a variety of ways in the different schools and settings. Its impact has been as significant for all the children on the receiving end of the one-to-one reading – an emotional bond with reading and learning established, children confidently observed enthusing about books and story; an acceleration in progress.

Roebuck Primary School trained their Teaching Assistants throughout the school on the Readit2 programme. Each day they come into the Nursery for 20 minutes to read with their named children. It’s a special time for both the children and the TAs. The children have developed an interest and will to read and a bond with learning.

At Peartree Way Nursery School, a member of staff was appointed as the Readit2 practitioner. She read daily with the selected children.

One of the results noticed in all the settings was the high levels of self esteem these children had, when, several weeks later the rest of the children were introduced to the books. Books that they loved and knew. They became the experts.

“It’s been pretty much one of the best things we have done, …Already just in 6 weeks, the impact it has had has been phenomenal. The young, disadvantaged children in our Nursery class are just so enthusiastic and motivated to read which they weren’t before, they have big smiles on their faces whenever they read. They all … have their one-to-one…. when the adult comes into the room they literally skip with excitement. They’re looking forward to it … they want to go and spend the time reading in that reading area … we’ve had several parents who have come back to tell us that just when the parent reads at home their child is more engaged, concentrating, better attention and more motivated to read books at home.

Richard Fordham, Headteacher, Roebuck Primary School, Hertfordshire, January 2016