For Teachers and SENCOs

Using our Results Portal teachers and SENCOs are able to closely monitor the reading progress of individual pupils, and ensure their interventions are having the intended impact! 

We understand that traditional methods of assessing reading tend to be resource intensive and extremely subjective. Therefore, our assessment gives an entirely objective picture of every pupil’s individual attainment level in a matter of minutes, and removes the need for any administrative input.

”    The results have enabled us to plan more targeted interventions and adapt quality first teaching to meet the needs of all children  

Jayne Mullane – Headteacher – Mersey Vale Primary School

Our assessment is easy to set up and manage within the day to day running of the school and is able to determine reading attainment in a matter of minutes! Teachers can then dedicate their time to providing the interventions their pupils require, as opposed to marking paper-based tests and manually evaluating reading themselves.

With regular testing able to highlight even minor improvements in reading attainment through percentiles within our five coloured levels, teachers can use our Portal to monitor progress over time and make quick comparisons within their classes and to national averages.

” Being able to see the child’s eyes move has been fascinating, insightful and at times mesmerising.

Adam Luxford – Data Protection Officer – Freemantle C of E Community Academy

By combining audio and eye movement recordings we are also able to give teachers a unique visual representation of each child’s individual reading process, which can be used to tailor support to their specific needs and back up teacher’s professional judgements. So far these results have proven especially useful for sharing information with parents and also teachers during transition meetings between classes.

 

For School Leaders For Pupils For LA/MAT Officials

Lexplore in the classroom

Jayne Mullane

Headteacher • Mersey Vale Primary School

“We have found the results of the screening confirm and back-up other assessments that we carry out in school as well as highlighting some children (particularly girls and those who use coping strategies to present as confident readers) who may have a reading difficulty that has not previously been recognised.

The screening process is quick, straightforward and easy to manage within the normal day-to-day organisation of school. The presentation of results is clear, visual and easily accessible both with regard to whole class/ school outcomes and individual results. We especially like the ability to watch the actual recording of eye-movement whilst hearing the child read aloud.

We are impressed by the privacy of the results which require appropriate security measures to access. The results have enabled us to plan more targeted intervention and adapt quality first teaching to meet the needs of all children.

We are planning to use the results within forthcoming transition meetings between class teachers. Feedback from children was really positive and they are looking forward to the next screening sessions.”

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Adam Luxford

Data Protection Officer • Freemantle C of E Community Academy

” Thanks to Lexplore we now have a rigorous and quick method of assessing children’s reading ability. We can assess children without adding to the work load of class teachers, with the intention of providing effective interventions without creating unnecessary admin.

We will be able to quickly and confidently identify problem areas where interventions may be necessary. Lexplore has also given us the tools for tracking the progress of interventions overtime.

The portal is very clear, straight forward and is easy to use and understand. The data is displayed in a very visual manner giving you an in depth overview at a glance. Being able to see the child’s eye movements has also been fascinating, insightful and at times mesmerising. The assessment has also helped to highlight pupils with optical impairments and those that may require reading glasses.”

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