Exploring successful reading practices in high socio-economic disadvantage areas: A case study of three high-performing inclusive primary schools

Original Research

Published on: May 16, 2025

Literacy

9 min read

JO TREGENZA, READER IN PRIMARY EDUCATION, UNIVERSITY OF SUSSEX, UK This study considers how primary schools in areas of high levels of social disadvantage are achieving better than expected progress in reading development. Better than expected progress has been defined by the Department for Education (DfE) as higher percentages of children meeting the expected standard in reading by the age of 11 (Standards and Testing Agency, 2017). With over 24.6 per cent of children on free school meals (FSM) (GOV.UK, n.d.) and widening attainment gaps, it’s crucial to focus on schools achieving above-average reading progress. The aim of the study is to identify whether there are commonalities in the approaches that each school takes to achieving better than expected progress in reading. Methodological approach A case study was selected as the preferred form of research, because the key research questions focus on how reading is taught. This case study has multiple sources of evidence from par

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