Our impact Coram Beanstalk’s reading helpers use our Reading Records to demonstrate children’s progress under the following three outcomes: Children accelerate in their reading progress, narrowing the gap with their peers Children increase in confidence and attitudes to reading and wider learning Children increase their enjoyment of reading Schools provide data on reading attainment, while reading helpers consider children’s levels against a variety of competency statements to demonstrate progress against reading, understanding, speaking, and confidence and enjoyment. Our latest impact data shows the following results: Key Stage 1 78% of KS1 children who were classed as reading ‘Below’ age-related expectations when they began working with a Coram Beanstalk reading helper moved up to ‘Working Towards’ (50%) or ‘At’ or 'Above’ (28%) 54% of KS1 children who were classed as ‘Working Towards’ age-related expectations when they began working with a Coram Beanstalk reading helper moved up to ‘At’ (51%) or ‘Above (3%).’ The number of KS1 children able to predict what might happen next in a story without additional support has more than doubled from 33% at the beginning of the Coram Beanstalk intervention to 67% at the end The number of KS1 children able to use their sounds to work out new words on their own increased from 36% to 70% during their time with their reading helper and the percentage of children requiring some support with reading simple words accurately has gone down from more than half (51%) to less than one in five (17%) The number of KS1 children who could talk on their own about a range of books they have listened to and read including stories, poems and factual books more than doubled from 16% to 38% Key Stage 2 The impact on KS2 children was less pronounced but significant progress was made – especially in their breadth of reading and engagement in a wider range of genres The number of KS2 children that were able to discuss words and phrases that excited them in the books they have read has increased from 41% at the beginning of the intervention to 62% at the end The percentage of KS2 children independently reading a wider range of books and being able to re-tell stories from what they have read to others has increased significantly from 47% to 67% during their time with a reading helper. The percentage of KS2 children engaging in reading and being able to confidently discuss what they have read has increased by 120% (from 64% at the beginning of their work with a reading helper to 77% at the end). He's made vast improvements in his reading, the biggest improvement being his interest in reading, his attitude towards it as well as becoming self motivated. Cliff Woods Primary School, Kent Find out more about the different ways we can support children in your school.