Amazing improvement in reading levels and attendance in Term 1, 2014
The results for Term 1, academic year 2014 (January to March 2014) at Shine are a testimony to the commitment and hard work of both our teachers and our pupils. Average pupil attendance for the term was 95%, an achievement that can’t be underestimated from children living in poverty with many commitments at home that children in the UK do not face. One third of our 144 pupils achieved 100% attendance for the entire, demonstrating how committed they are to their learning. Year 1 pupils scored averages of 79% in Maths and 73% in English. Two outstanding pupils, Misheck Phiri and Sara Chanda scored 100% in all of their Year 1 exams! Although our Year 1 pupils are all at least 8 years of age, for most of them this was their first ever term of education, so we are incredibly proud of their progress and achievements. Year 2 pupils scored averages of 70% in Maths, 75% in English and 72% in Science.
Reading levels soared at Shine this year! Teaching children how to read from scratch, when they do not even know their alphabet, especially when they have already reached the age of 8-10 years old is indeed a challenge. A few years ago a Shine our teachers were struggling to make progress with the pupils, and it took many pupils 3 or 4 years to develop any real reading ability. But over the past few years we have seen reading levels at Shine rise significantly each term, with many of our pupils exceeding the target reading level of Grade 4 when they graduated from our two-year program last year.
We were shocked and delighted by the reading results from this term. Two thirds of our Year 1 pupils read well enough to score a reading age of at least 4 on our reading test. These pupils achieved an average reading age of 5.9 after just one term in school. Even more impressive were the Year 2 results – over 80% of our pupils have already reached a Grade 4 reading level, with the average reading age being 8.3 years. This is a wonderful achievement for pupils who do not have the opportunity to read at home, where most of their parents or guardians are illiterate themselves.