OFSTED
reports often mention Toe By Toe as a positive measure to
improve school performance. The following excerpts from
OFSTED reports show how Toe by Toe is seen by many inspectors
as not only an aid to teaching reading skills, but also an
excellent way of improving confidence and general standards.
Examples of outstanding
practice
“A
dozen trained sixth formers work with students with SEN on a
structured reading scheme – the ‘Toe by Toe’ programme. This
works well: the sixth-formers are committed, the learners are
well motivated, relationships are good, and the work is
purposeful.”
Tomlinscote Comprehensive - GU16 8PY – Feb 2005
"A good
initiative is the ‘Toe by Toe’ scheme to improve the reading
of Year 7 students with reading ages below 10 years. This
well-managed scheme has involved the training of 72 sixth
formers who act as tutors for many of the students. There is
good communication with parents and the results for the few
students who have already completed the scheme show that their
reading has improved significantly."
Howard of Effingham School (Secondary) KT24 5JR Feb 2000
"Particularly valuable is the regular commitment, which
several parents make, in supervising the regular ‘Toe-by-toe’
reading support programme throughout the school."
… "The ‘Toe-by-toe’ reading support programme, managed by the
special educational needs teacher and supported well by
parents, is having a good impact on pupils’ progress in
reading."
St Richard’s Catholic Primary - PO19 1XB - May 2001
"…in a
Year 5 literacy lesson, lower-attaining pupils were working on
an individual ‘Toe by Toe’ programme with the aid of a very
well briefed support assistant. This took place in the
classroom as part of the session, with the pupils able to take
part in the rest of the literacy hour as part of the whole
group before and after without having lost the thread of the
lesson."
Parsons Down Junior School - RG19 3SR – March 2002
“Provision is made very well for those pupils who have
specific learning difficulties in English and mathematics
through particular catch up programmes such as Toe by Toe…
(students) make the same good progress towards targets set for
them.”
Brompton Community Primary School - February 2004
“The
Toe-by-Toe scheme, which is a highly structured multi-sensory
approach to literacy, significantly adds value in raising
standards. Pupils make very good progress, especially in their
reading…. The Toe-by-Toe scheme and the other special needs
support systems are very effective in promoting pupils’
self-esteem and improving attitudes.”
Toothill Comprehensive School - NG13 8BL – September 2000
“At
both key stages, pupils with special educational needs are
given extra help to improve their reading. Regular, specific
phonic support using the 'Toe by Toe' scheme is enabling
pupils to make good progress with their learning.”
Mere Green Combined School - B75 5BL – June 2000
“A
particular strength is the ‘buddy’ system, where sixth form
girls team up with younger pupils who need help with their
mathematics or English – not only do the younger girls improve
with this additional learning support, but the older ones
enjoy the experience and know how much their efforts are
appreciated.”
Durham High School for Girls (Independent Schools
Inspectorate) – DH1 3TB – March
“The
additional programmes provided by the special educational
needs staff, such as Starspell 2001, Toe-by-Toe, electronic
library and paired reading, are well attended and highly
valued by students in both lower and upper school.”
Queen Elizabeth’s Grammar School DE6 1EP – May 2000
“Pupils
who are withdrawn for reading, spelling and writing make very
good progress. Toe by Toe is particularly successful; it is
now the norm for pupils to improve their reading age by two
years during the course of the programme.”
Chessington Community College - KT9 2JS – Feb 2004
“…Initiatives such as Beacon literacy, Fuzz Buzz, Soundworks,
Toe by Toe, booster classes, and regular book fairs and
participation in ‘Readathon’ are helping to raise standards.”
Treverbyn Community Primary School – PL26 8TL - Feb. 2005
“Pupils
who have low reading skills improve by following the
corrective reading or Toe by Toe schemes.”
St Mary’s College - HU6 7TN – March 2001
“These assist them in setting targets and identifying
where support, such as ‘Toe by Toe’ reading support in Year 7…
will benefit students’ progress and achievement.”
Frogmore Community College - GU46 6AG – March 2001
“Pupils
with SEN make good progress in reading, spelling and numeracy
work because of the very good teaching assistant support that
they receive when included in lessons and also because of the
range of support programmes they access. Pupils with SEN
achieve good standards measured against their starting point.”
St Leonard’s C E primary School - TN38 0NX – April 2002
“Teachers know their pupils well and value their achievements.
They monitor progress well and intervene appropriately to
support particular needs, for example with the Toe-by-Toe
reading scheme to reinforce key words.”
Halcon Community primary School - TA1 2BU – May 2004
“The
governing body keeps proper oversight of the provision made
for pupils with special educational needs. They talk
enthusiastically about the Reading Recovery and the Toe-by-Toe
programmes and their positive impact on pupils’ attainment.”
Cuddington Community Primary School - KT4 7DD – March 2000
