Session 1 - Plan (7/11/17)

Learning Objective aims of the first session:

•Pupils should have guidance about and feedback on the quality of their explanations and contributions to discussions.

•Pupils should be shown how to compare characters, settings, themes and other aspects of what they read.

The success criteria:

•I can successfully answer in detail the questions being asked with appropriate    language.

•I can understand why that character, setting or theme has been used.

9:00-9:30

The whole school will meet for an assembly where guest speaker Nick Sharratt (Jacqueline Wilson’s Illustrator) will be talking with the children. The children will get to hear about his experiences with reading and ask him any questions they may have towards the end.

9:30-10:00

We will be taken to the library where we will prepare for the children to arrive, we will get to look around and start to think about where we are going to put our reading corner.

10:00-10:30

The first group of year 5/6s will arrive ready for their reading slots. During this half an hour we will be moving around the room, assisting the children if they need help and getting to know the children and their needs.

10:30-11:00

The children will leave the library for their break time. During this half hour break the children will be allowed to come to the library if they wish, the library monitors for each year group will be with us. We will get to ask the children questions and what they think of our ideas on the display and reading corner.

 11:00-11:30

After the break we will have a new year 5/6 group in which we will do the same thing. We would have picked up on certain things from the first group such as what to expect and what types of questions they may ask.

11:30-12:00

Begin to clear up the library, finding the places book may have been muddled up and belong to. Once we have done so we will begin discussing ideas for the next week’s session. We will have begun watching and learning of the children’s needs, this will help us in planning the guided reading lesson for next session. We will also be measuring the display board and plan our reading corner.

Evidence of our Meeting:

Questionnaire for Our First Session

This is the questionnaire that we gave to the pupils at St Mary's.

Session 1 - Summary (7/11/17)

The introductory session was successful as we familiarised ourselves with the library resources and the school as a whole. We also had a fascinating assembly from Nick Sharratt who is a famous illustrator.

Nick Sharratt's Assembly 

In the assembly Nick Sharratt talked about how he finds drawing and writing fun and interesting, but also shared with the children that it took him a lot longer to be able to write well than it did for him to be able to draw well. This was a reassuring thing for the children as it meant that they knew that they do not have to be amazing at something straight away.

Sharratt also promoted many of his books, such as 'Shark in the Park', and engaged the children by acting out his poems and stories, we felt that this was a great way to include children in reading and to really gain their interest. All of the students in the assembly were joining in and seemed excited about reading, including the boys. This showed us that making reading interactive and inclusive could be a key way to make boys excited about reading from an early age (REFERENCE?). This in turn could then help to start tackling the gender gap at St Mary's. 

After the Nick Sharratt assembly, we then had time to go to the library and look through the books that are available for the children to read and how the library is organised. 

(Sharratt, 2000)

We learnt that they have a colour coded system for the children to follow so that they pick the right books for their reading level.

Level 1- Red- Lots of pictures/short texts
Level 2- Yellow- Short chapters and a few pictures
Level 3- Green- Long chapters
Level 4- Blue- Anything- Imagination

Over break we stayed in the Library to read with the pupils that came in and asked them about the books that they enjoyed reading and why they enjoyed it. We also gave out some questionnaires to find out more about their reading habits. The Library was very busy over the break, however a contributing factor to this could have been the fact it was 'wet play'. 

We also had a very interesting discussion with one of the Key Stage 2 teachers regarding the library and the gender gap at St Mary's. She spoke about how fast the library was put together out of nothing as the school realised the need for a central place to promote reading within. She also told us how excited she was to hear our ideas and explained how she promoted reading and how she designed her reading corner in her classroom.

The analysis of our questionnaire shows us that the St Mary's pupils are interested in reading and read a large amount. From our sample of the break time students and the Year 5 class that visited the library for their weekly session shows that 41% of them reading 1-3 books  a month, 33% read 4-6 and 26% read more than 6 books a week. This shows the students have the availability to read a wide range of books each month and organise time for reading. A large proportion of the students (82%) read at home, in class and in the library. This is evidence that the library is used by students and improving the library will be a useful aspect to raising the achievement of boys reading levels. At the moment 9% of students visit the library once a month we hope to raise this number to encourage them to visit it at least once a week. 

At the end of the session we had a conversation with Issac to evaluate how the session went and what he wanted us to do next week. From this conversation we realised that Issac was very eager for us to get started on the display and this was really what he wanted us to focus one. This meant that we needed to change our plan for session two to include time to start the design of the display. 

OVERALL REFLECTION OF SESSION ONE:

Session one did not go how we planned for it to go, we were not made aware of the times before our first session so what we had planned we had to slightly adjust to the timetable. Before our first session we had sent Isaac a plan of what we had as ideas for our 5 sessions, we wanted to make sure it fitted in with his timetable too, but he did not reply so we had to make sure we were adaptable in our plans.

However, Session 1 went well, as we were able to get to sit in on the key stage 1 assembly with Nick Sharratt in which he read the children some of his work and drew them some drawing with some children getting involved.

The library sessions that we had overall went well as we got to go around and introduce ourselves and get to know the children from both groups.

Some improvements for ourselves if we were to do this again would probably be to have planned out our sessions and what we had for ideas and emailed Isaac a few weeks before.

(https://www.goodreads.com/book/show/615346.Shark_In_The_Park)

Display Ideas

Session 2 - Plan (14/11/17)

Book Reviews

9:00am – 10:15am

Tidying the library and making sure that every book is put away and ordered using the Level system that St Mary’s use. During this time we will also be implementing the first part to the display. Where will reading take you? To create our sign post of the adventures of reading we will be using St Mary’s resources of card, boarders and laminated words to create the title.

10:15am-10:30am

During this time it will be the school break time. The deputy head teacher explained to us that during break time children are able to access the library. It provides them an opportunity to swap books and get new books to then read. We will be available to help them put their books back in the correct place. Our aim is to also use the break time to help gain the interest of boys. We will select books that we believe they will be interested in such as captain underpants and encourage them to take them home and read them.

10:30am – 12:00pm

Guided reading with a selected year group. Each week it will be a different year group. During the year groups visit we can aid and support guided reading using our how to guide or we can help children find and return books. The teacher’s will be able to ask us to support them in anyway and we can also read to the children. It will be dependent on the classes needs.

During the guided reading we will be asking individual children to write a book review. Book reviews help to improve reading comprehension whilst encouraging their opinion of reading. The use of book reviews on our display also helps to gain the interest of other children by recommending a book to another child. (Read, Write, Think, 2017)

We therefore created the following template that we would ask the children to fill in during the session:

Session 2 - Summary (14/11/17)

In today’s session we began thinking about how our display should look and planning on what we will put on there that would attract the attention of all the children. We discussed and agreed that we would like the display to be interactive and be a way for the children to show and express their enjoyment when it comes to reading. Before this session we had already looked at ideas on what we wanted the display to look like, below is the image we got our idea from.

(Pansera, no date) 

In this session we were shown where their art cupboard is located and told that we would be able to use all resources needed. We began writing a list of items that we will be using from their cupboard and then discussed that we may need further equipment that they didn’t not have.

Our group had discussed with the assistant head teacher that we also alongside our display board wanted to do a paired writing. Where the key stage 2 boys would write a short story or book review explaining what they were reading and then give it to the younger key stage 1 groups to read and enjoy reading. The assistant head teacher Isaac did like the idea however, said that due to short timings we would not be able to complete this idea. Therefore, we had to change our session 3 plan. During the lessons we were able to take children and read with them, this made up for the loss on one of our project ideas we had.

We had one library slot at 10:30 and then again at 11:30. The first slot we had a group of year 3/4. During our first slot we were asked by their teacher to read with the children who needed extra support which we were able to take into a separate room and support them when they needed it.
For our second slot we had the assistant head teacher’s year 5/6 group. As most of them are green or blue level they didn’t need as much support as the younger year groups but Isaac had given us some children who he thought could do with further scaffolding (Vygotsky, 1978) in their reading.

OVERALL REFLECTIONS OF SESSION TWO 

In Session 2 we discussed with Isaac that we had wanted to do a paired reading with key stage 1 children and key stage 2 but he had told us we wouldn’t be able to as the children don’t have any more room in their school timetable.

We then spent the morning part of this session looking around their art supplies and gathering our ideas for our display board. This allowed us to be productive for the morning part of our session.

An improvement we had set ourselves was that we could had brought in some stuff to get ready to put on our display. We could have started to get ideas on names for our pathways and began cutting in this session.

Instead of the topic idea that we wanted to put on the display we have decided to do more book reviews and after research create an interactive aspect. (See post about display towards the end of the blog.)

Session 3 - Plan (21/11/17)

9:00-10:15 

Tidying the library and making sure that every book is put away and ordered using the Level system that St Mary’s use.  

We will continue the work of the display. On reflection we have decided to change the plan of our signpost and instead print the words of instead of creating the words using card for a more professional and smart appearance. We also want to implement the second part of our display idea which is the book reviews and book recommendations. We already have some book reviews from the previous week but will continue to gain more during the guided reading slots.  

To make book recommendation section on the display we will be using 4 mini-whiteboards which allows a whiteboard for each reading level. We will be attaching white board pens to the display and therefore, children can use the pens and write recommendations on a book for that level. We hope this will create an interaction with the display and encourage the interests of students.  

10:15-10:30

During this time it will be the school break time. The deputy head teacher explained to us that during break time children are able to access the library. It provides them an opportunity to swap books and get new books to then read. We will be available to help them put their books back in the correct place. Our aim is to also use the break time to help gain the interest of boys. We will select books that we believe they will be interested in such as captain underpants and encourage them to take them home and read them.  

10:30 - 12:00 

Guided reading with a selected year group. Each week it will be a different year group. During the year groups visit we can aid and support guided reading using our how to guide or we can help children find and return books. The teacher’s will be able to ask us to support them in anyway and we can also read to the children. It will be dependent on the classes needs. 

During their guided reading slots we hope to ask students to write a book review which will be added to our display.  

Session 3 - Summary (21/11/17)

9:00-10:15am
Today we tidied the library as a few children had swapped their books in the morning and not put their book away in the correct place.
After tidying the library we sat down in the room and pieced together the words we had printed off. We decided that we wanted the words and headings for the books reviews and book recommendations to have backing using coloured card. We felt this would make the display more colourful and visual pleasing. We then spent the remaining time cutting out the headings and putting them on coloured card. This took longer than expected as we had to calculate the correct boarder for each individual heading.
We decided to not put the white boards and white board pens up as the rest of the display was not ready. We did not want children using the mini-whiteboards without understanding their use (for book recommendations).


10:15-10:30am
During break roughly 20 children came to the library. Someone asked Megan to help them find a book, she decided the child would enjoy reading Horrid Henry and helped him using the level system. Sienna had a child read a chapter of Harry Potter and the deathly hallows. Whilst Erin had a group of children all reading a science book about different experiments.

10:30-12:00am
We had two guided reading sessions were we had the chance to each do a book review. The best book reviews were one of beast quest, one of the gymnastic fairy and one on football fantasy. Once we completed the book review we then had the child read to us for the remaining time.
In between the two guided reading sessions we tidied the library and had a break in the staff room.

OVERALL REFLECTION OF THE SESSION

We thoroughly enjoyed session three as we felt that we really worked closely with the children and therefore impacted their interest in the library and their reading. When the two teachers came to the library with their classes we asked them to pick three students to do book reviews. We asked the teachers to pick them as we felt their knowledge and understanding of the children would make them pick suitable students. For example, one teacher picked a child who struggles with reading and reads with a teaching assistant every day. One of us reading with him and doing a book review meant that they were able to do something else with him and make more use of his day at school. However, one teacher picked three girls but our project was to raise the achievement and interest of boys. Therefore, on reflection we should have made it clear to the teachers that our purpose was to work with the male pupils and could they picked 3 male pupils.

Session 4 - Plan (27/11/17)

9:00am - 10:00am:

Finish cutting and sticking the words that we have prepared for the sign post display.

10:00am - 10:15am: 

Tidy up the room and put away any library books in the returns box so that it is ready for break time.

10:15am - 10:30am:

Read with children over the school break. Ask them about their reading habits, what sort of books they enjoy reading and how much they come to the library etc. 

10:30am - 11:00am 

Continue with the display. Start putting the signpost and the titles. Figure out the spacing for the book reviews and decide how many we can display. Attach whiteboards and pens to the display. Use any remaining time to decide where we will put the career paths and what career paths they will be. 

- Designate someone to type them up and print them out ready for session 5 (28/11/17). 

11:00am - 11:30am  

Guided reading with Year 3/4. 

11:30am - 12:00pm 

Guided reading session with Year 5/6. As this is Mr Haskell's class we can talk to him about what else he is expecting of us and if their is anything else that we need to add into our plan for session 5. 

Session 4 - Summary (27/1/17)

Session Four has been one of our most successful, productive sessions so far. This could be due to the fact that we actually started to put the display up. Before this time we had just been preparing all of the pieces of the display until we had a practically finished display, that we could put up in one go, so that we did not leave St Mary's school with a half finished display board for a week or more. This would have taken away the excitement for the children as they would already know the ideas behind the display and therefore not be as effective. However as our last two sessions were on consecutive days we decided to start putting the display up today.

We made the decision to put the signpost up first as this would be one of the main focal points of the display. The reaction that the pupils had when they saw it was amazing. They all started to say "oh look! I'm going to go to Hogwarts" or "I'm going to the future!" This was a really gratifying feeling as it meant that the hard work that we put into the ideas had paid off.

During the break we all had children that we asked to read to us. We also were able to help some children find books that they wanted to read. As it was our first time being in the library on a Monday, it was our first time meeting many of the children, a lot of them seemed younger, but nearly all just as eager to read. However there were a few children hiding from the cold in the library, but they were still looking at books.

We also put the whiteboards up for the children to write their book recommendations on. The first guided reading session that we had were amazed by the fact that they could write on the display and were very eager have their say about what book to read. Furthermore, the teacher loved the idea and said that it made her want to update the boards in her classroom to make them more interactive and up to date with the topics that the children are learning at the moment.

During the guided reading session the teacher suggested that we take a child each and listen to them read in a separate room. This was a great idea as it meant that there was less noise and it was easier to focus on the one child reading to you rather than trying to keep conversations with three or four pupils at once.

We discussed with Issac that our last session was the next day and asked if there was anything else that he would like us to do, other than the display, but he said no. He was happy for us to finish the display and do what we had planned the next day.

OVERALL REFLECTION OF THE SESSION 

Session four was our most successful and productive session as the key parts of the display were completed in this time. We were extremely proud when children saw the display and were excited by it. This was proof to us that our display had gained the interest of some pupils.
It was the first time we used the separate room for guided reading and it worked much better than being in the library as it was quieter and meant the children were less distracted. We therefore, decided that for guided reading and one to one reading in the next session we would use this room if it was available.

Session 5 - Plan (28/11/17)

9:00am - 10:00am:
Put the careers that had been printed out onto backing paper ready to be put up onto the display. Completely finish display. Ensure that everything that we want to be included is and that it looks professional and finished to a high quality.

10:00am - 10:15am:
Tidy up the library ready for breaktime.

10:15am - 10:30am:
Breaktime - read with the children and help them to pick out books if necessary.

10:30am - 11:00am:
First group of guided reading. Year 3/4

11:00am - 11:30am:
Colour code books using the library colour code system.

11:30am-12:00pm:
Guided reading with Year 5/6.
Again this is Issac's class so we can discuss with him his final thoughts and to ask him to answer a few questions via email for us to include in this blog.

Session 5 - Summary (28/11/17)

In our final session at St. Marys we had planned into finish putting up our display ready for when the children arrived. On arrival we gathered the equipment we needed to finish putting up the display from the Art cupboard and Isaacs room. For that first hour and a quarter we finalised our display board and cleared the library ready for the children on their break.

During the break we had the children come up, some of the children asked us to read with them and some children asked us to help choose books for them to read.

After the break we had a group of year 3/4s come up in which their teacher had asked us to read with specific children that needed a little bit of extra help. We spent time talking with the three children and asking them why they chose that certain book and what they enjoyed about it.

After our first session we were asked by Isaac if we could colour code some books the school had got donated to them. We then had to sort them into the sections of the library they belong in and put them in alphabetical order. This became interesting for the children as they were able to read all new books that were put into the library.

After we had sorted this, at 11:30 we had our final reading session with the year 5/6s in which they couldn’t stop talking about their new display board. In our last slot we were able to take three more children and read with them, they had discussions with us as to why they liked the book they were reading and what they hoped the ending will be like. Just before the class left the library we stopped Isaac to say thank you for allowing us to come in and thank you to the children who helped have input into the board. Isaac had stated to us that one of the pathways on our board linked to their new literacy topic of Narnia.

Feedback

Project Management

The Association for Project management (2017) defines project management as ‘the application of processes, methods, knowledge, skills and experience to achieve the project objectives. A project is a unique, transient endeavour, undertaken to achieve planned objectives, which could be defined in terms of outputs, outcomes or benefits.’ It emphasis the fact that project objective will only be met if the project management is successful. Your objectives are the goal of the project and our title.

Our objectives of our project where to:

·         Raise the achievement of boys in reading at St Mary’s Catholic School

·         Improve the library and maintain it

·         Create a display

·         Create a partner reading scheme for Key Stage Two

To help manage the project and organise our project we created a schedule. At first we used a Gannt Diagram however, we found this unclear and felt a schedule and project plan worked better for us and was more effective to use. O’Reilly (2008) states that a schedule is a contact between the participants of the project. It helps confirm what each individual has to do and by what time they had to do. Our schedule was colour coded so it was clear which tasks was each person responsibility. We also had a column which had a date of when the task had to be completed, this helped with time management. O’Reilly (2008) argues that having a schedule helps individuals see the effort and time invested and therefore, encourages individuals to link together their work and not let their team down by not completing the individual activities.

When planning a project is important to understand the customers perspective (O’Reilly, 2008). In 

our project the Deputy Head teacher was our customers and we met with him on the 16^th October to discuss his needs which then allowed us to set the objectives of our project.

Young (2003) states that before the project starts the most important thing to do is create a project title. The title of our project was ‘to raise the achievement of boys in reading at St Mary’s Catholic school.’ Setting this title allowed us to identify the purpose of the project and refer back to it. Throughout the project we would continue to ask ourselves whether the outcome of what we were doing would raise the achievement and gain the interest of male pupils. I feel this was key to our project.

We also identified Sienna as the project manager. Appointing a team member to become a project manager allows them to oversee the project, ensure it is running smoothly and on time, control the project and delegate the tasks fairly (Young 2003). As project manager Sienna decided to set weekly team meetings. Meetings allow you to keep on top of things and communicate effectively to complete the project (Greer, 2003). Sienna would use the schedule during the meetings and highlighted what had been done since the previous meeting. We were then able to discuss what we had done, read each other’s work and delegate the next week task. Communicating using the schedule worked extremely well and created effective project management.

Overall we feel our project management was successful as we met three out of the four objectives. A strength to our project management was the schedule and weekly meeting. Without communication our project management would not have been as successful. Our research on communication helped with this and realised how dominant it is in a project.

Why We Chose Our Display Idea

In our project plan for St. Mary's Catholic School we had planned to create a display board in the library for the children. After five sessions at St. Mary's we have completed our display board in which you can see below.

In our plan for creating our display we had originally decided that we wanted the children to have a display where each month is a different topic e.g. December would be Christmas month and each week the book colours would change their book recommendation. Due to the schools scheduled timetable and the lack of time the student librarians had we had to change our idea to book reviews. We decided that by having the children be able to write their own book recommendation it became more interactive and the children spoke to each about what book they had been reading and what they enjoyed about it.

The purpose of display’s is to support teaching, by making it very visual and appealing it attracts many children. The display is there to be a learning tool. By having reading books and topics that are interests of the children it will make them want to come to the library (Thorn, 2010). Being interactive where the children can write on the display they will be keen to express their enjoyment of what they have read.

In having an exciting and better-looking environment in which the children can read, it will excite the children and make them come to visit the library in their free time (Thorn, 2010). The children will feel proud of the display as they created the book reviews which are on it. With the board being interactive and the children being able to write what they have read it allows the children to celebrate their achievement in reading that book and express their opinions.

Have We Met Our Objectives?

Our objectives of our project where to:

1.     Raise the achievement of boys in reading at St         Mary’s Catholic School

2.     Improve the library and maintain it

3.     Create a display

4.     Create a partner reading scheme for Key Stage Two

Objective 1:

As we only had 5 sessions at St Mary’s and the project was completed on session 5 it is hard to know whether we have raised the achievement of boys in reading. We were told that there was a current gap between male and female pupils at St Mary’s however, the school test the pupils and track achievement. We are unable to test the child and access the data to track improvement and test results as it is confidential information. It was clear to us that the pupils were extremely excited by our display and seemed interested to interact and write book recommendations and use the book reviews when picking new books from the library. We hope that the increased interest in the library will lead to raising the achievement of boys in reading.

On reflection, we should have organised the project to see if we ask the teachers to set assessments or a small reading task we could do with the students to then compare results to see whether our project did have an impact.

Objective 2:

In every session on arrival we would tidy the library from the previous session and keep it clean. We would organise the books that had been left out and returned book using the colour coded system that St Mary’s use. They had some books that we donated and hadn’t been coloured coded or added to the system. We organised the donated books and made them part of the library improving the range of books the library has.

Objective 3:

Creating a display was the main part of our project. We completed the display which included a signpost of where reading can take you, book reviews, book recommendations and jobs that require reading. The display was more time-consuming than we thought however, the school rejected our ideas of a reading corner and reading partners. Our other ideas being rejected meant that we could focus on the display and complete it to a high standard including different interactive features. It was great to see the pupil’s reaction to the display as they were very excited. We feel we have increased the interest of the pupils in the library through creating an interactive and engaging display however, we are unable to find out if it has increased achievement for the St Mary’s pupils.

Objective 4:

We were unable to carry out the scheme of the partner reading as the Deputy head said they do not have time due to the current timetable. However, we presented the research and explained that it is a great strategy to improve achievement for male pupils. After this discussion Isaac said that he would try to implement it next term in the afternoons or maybe instead of the individual class library slots.

Conclusions

Erin's Conclusion:

I have very much enjoyed this module. It was such an interesting idea to have us go out into the community and have real hands on learning, rather than didactic teaching for a whole semester. Furthermore, making us find our own project gave us an idea about the how many people within the community there are that we can learn from and can help. It does not take much time, it is just having the initiative to go out and actively seek for the types of volunteering opportunities that we have experienced.

Helping at St Mary’s Catholic school was lovely. It was interesting to find out about the gender gap between boys and girls as I never knew that this was an issue. It was also enjoyable to meet all the teachers at the school and to hear about how passionate they were to close the gender gap and to get all students into reading. Most of the teachers that we spoke to all had a reading corner with some books in their classroom as well as letting their class read in the library. The environment of St Mary’s was friendly and welcoming, the staff and the children were very warm and were very appreciative of the work that we put into the display which was lovely.

Overall the experience that I have had has been a good one. We were mostly successful in completing what we decided to complete, and we worked effectively as a team. The only downside was that the library at the school was a little bit chilly! 

Megan's Conclusion:

After 5 sessions at St. Marys Catholic School we managed to interactive with the children by reading with them, creating book reviews and creating a display board with their interests in mind.  For this project we were asked to help raise the achievements in reading for key stage 2 boys. I believe our display board attracted a big audience with boys so would convince them to read more to put their recommendation up their alongside others.

I have taken a lot of experience away from this project that I am able to use in future placements in schools. I would definitely recommended others to do a project that is similar to this, the children’s reactions to the display was amazing and made us feel proud of our board. 

Sienna's Conclusion: 

I have thoroughly enjoyed the module ‘Learning from and within the Community’ especially being at St Mary’s School and developing the display and achieving the outcome as a team. As the school it is Catholic school it works with the wider community. Often retired members of the church would come in and read with Key Stage one. The church also works alongside the school to fundraise.

I feel that we worked well as a team and supported each other. I volunteered to be the project leader and therefore, delegated the tasks and research areas. I found this challenging as I had not done it before, I sometimes felt that I was being bossy however, I feel it helped us organise the tasks and manage the project.

I feel during the task we realised that lots of things change and that it altered our plans. Reflecting was a huge part of this project and I feel it has helped me in being critical and reflective of my work.

As I aim to be a future primary school teacher I feel it has helped develop my skills of guided reading, raising achievement and encouraging children to read.

Reference List

Association for Project Management (2017) Project Management (Online) Available at https://www.apm.org.uk/body-of-knowledge/context/governance/project-management/  (Accessed October 2017)

Berkley University (2017) Effective Team Working Available at: http://www.ucl.ac.uk/hr/od/pdp/sdetw/ (Accessed: 20^th October 2017)

Bronstein, M. (2015) Managing Teams for Dummies New York: John Wiley and Sons inc

Department for Education (2015) Reading: the next steps, supporting higher standard in schools. (Online) Available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/409409/Reading_the_next_steps.pdf Accessed October 2017

Duggan, T. (2015) How to Work Effectively In a Team Environment Available at: http://smallbusiness.chron.com/work-effectively-team-environment-57331.html (Accessed: 20^th October 2017)

Etienne Wenger (1999) Communities of Practice: Learning, Meaning and Identity. Cambridge University Press: Cambridge UK.

Gibb writing for GOV.UK (2015) ‘Reading: the next steps’ (Online) Available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/409409/Reading_the_next_steps.pdf Accessed November 2017

Greer (2003) The Manager’s pocket guide to Project Management. HRD Press Inc. Amherst.

Moss and Washbrook (2016) Understanding the Gender Gap in Literacy and Language Development. (Online) Available at https://www.bristol.ac.uk/media-library/sites/education/documents/bristol-working-papers-in-education/Understanding%20the%20Gender%20Gap%20working%20paper.pdf Accessed October 2017

O’Reilly (2008) Making Things Happen, Mastering Project Management. United State of America: Scott Berkun.

Pansera, M. (no date) Where will reading take you? [image] Accessed: 15th November 2017) Available at: https://www.pinterest.co.uk/pin/223068987769639488/ 

ReadWriteThink (2017) Book Reviews (Online) Available at www.readwritethink.org/parent-afterschool-resources/printouts/book-review-form-30219.html Accessed October 2017

Resource, T. (2017). Three Levels of Reading Posters. Available at: https://www.teachstarter.com/teaching-resource/three-levels-of-reading-posters/ (Accessed: 2nd Novemeber 2017)

Sharratt, N. (2000) Shark in the Park [image] GoodReads (accessed:7th November 2017) Available at: https://www.goodreads.com/book/show/615346.Shark_In_The_Park   

Skills You Need (2017) Barriers to Effective Communication Available at: https://www.skillsyouneed.com/ips/barriers-communication.html (Accessed: 31st October 2017) 

Thorn, T. (2010). The Importance of Display in the Primary Classroom. Available at: https://www.mindmeister.com/39774624/the-importance-of-display-in-the-primary-classroom (Accessed: 2nd November 2017)

Save the Children (2016) The Lost Boys (Online) Available at https://www.savethechildren.org.uk/content/dam/global/reports/The_Lost_Boys_Report.pdf Accessed October 2017

Wilson writing for Oxford Education Blog (2016) Four strategies to engage boys in literacy and close the gender gap. Oxford University Press (Online) Available at https://educationblog.oup.com/primary/engaging-boys-in-literacy Accessed October 2016

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press

---