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Implementation - Small Schools

Small schools face different challenges in implementing Reading Recovery to those in larger schools. Schools with low enrolments may need to explore options such as joining with other schools to form a cluster to provide Reading Recovery. This section explains how cluster arrangements work, establishing a committee, funding and issues for small schools in identifying students.

Cluster arrangements

Clusters should be set up so that:

  • schools are located within a reasonable travelling distance, for example within 15-20 minutes of each other
  • two to three schools operate in each cluster
  • the Reading Recovery teacher is able to travel between each school to give lessons.

Reading Recovery Committees

Establishing a Reading Recovery Committee is highly recommended for schools operating in a cluster arrangement. Ideally, the committee should consist of:

  • a teacher from each school in the cluster
  • the Reading Recovery teacher
  • a representative from the Reading Recovery Tutor team in the region
  • parents.

Funding and supplies

The source of funding for Reading Recovery is negotiated with participating schools, potentially via the established committee. Funding would be required to cover:

  • an adequate supply of books and equipment for use by the Reading Recovery teacher at participating schools
  • travel costs for the Reading Recovery teacher to travel between schools.

Identification of students

In small schools, the same procedure for the identification and selection of students is used as in larger schools. However, specific issues may need to be considered. These may include:

  • number of schools the Reading Recovery teacher can reasonably service over the period of the school year
  • distance between schools and travel time required
  • number of students requiring Reading Recovery
  • the requirement that the training teacher must work with a minimum of four students at any one time.

In schools with a Year 1 cohort of less than 20, the lowest achieving Year 1 students enter Reading Recovery first. Subsequently students may be selected from from low achievers in Year 2 or in the latter part of the year, students in Prep who require additional assistance.

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