"Just five weeks into using ReadingWise and the pupils are asking if they can log on at home to find out what happens next in the story."
Sharples School, Bolton
"I would strongly recommend ReadingWise to any primary, secondary, or multi-academy trust school struggling with literacy attainment."
John Willmott School, an Arthur Terry Learning Partnership (ATLP) Secondary
"ReadingWise is our trust-wide reading intervention strategy for all 23 of our secondary schools."
"It is a real privilege to be working with you and the ReadingWise pupils. The pupils are still as enthusiastic to do it as they were from the first day."
Alford Primary School, Aberdeenshire
"The children are absolutely loving ReadingWise Vocab and it's proving to be so beneficial..."
Old Priory Junior Academy, Plymouth
"Reading Wise has been great for our school. It was recommended to us from a cluster school and what a difference it has made in such a short time! We have used Reading Wise as a targeted intervention for 10 children as a trial and have blown away by the results. In only one term..."
Irlam Primary School, Salford
"He’s always been reluctant to read aloud and practice reading but has really enjoyed working his way through the programme, at his own speed and with little interference from an adult. His confidence in reading aloud (and so willingness to do it) has definitely increased."
Charlton Park Academy / CENMAC
"Amazing results from just 6 weeks on the ReadingWise Zip Programme. My pupil’s confidence has improved greatly, as has his reading age. He has moved from a reading age of 6.11 to 8.1 in just 6 weeks. We are all absolutely delighted with the results! Thank you ReadingWise!"
Hillpark Secondary School, Glasgow
"ReadingWise is one of the things that is working well for us, staff are on board, pupils are making progress"
Edinbarnet Primary School, West Dunbartonshire
"ReadingWise Zip is a godsend for our reception learners."
Suzanne Sterling, Claytons Primary School, Buckinghamshire
"I decided to carry out assessments just before we stopped for Summer to measure impact. I was delighted with the results, with some children seeing an increase of up to 20 months on their SWST scores. Others, while still below their chronological age, had made good progress in closing the gap."
Gavinburn Primary, West Dunbartonshire
"One of my pupils was gazing at a word and read it perfectly. The word was iridescent. I was really proud of him , as he was of himself.This programme is really engaging some of the pupils who lack confidence in reading. Highly recommended.”
Michael May, Parkhill Secondary, Glasgow
“ReadingWise has been like a sprinkle of magic reading dust that has miraculously, through repetition, empowered this child to be able to read with fluency and confidence, with his head held high!”
Cheryl Meyrick, Deputy Head, Brookfield Primary School, Sutton, London, UK
“ReadingWise offers us a way to close the gap as pupils move from primary to secondary, and I think crucially within the school, it offers us a way to close the gap as they progress through the year groups.”
Ben Davis, Head, St Ambrose Barlow High School, Salford
“Assessment is built in from the start, identifying gaps and building knowledge and confidence in the application.”
Bev Ball, headteacher, Brook Valley CE Primary School, Wiltshire, UK
"Together we can, and will, ensure that no student leaves Trinity unable to read."
Sharron Hodgson, Head of English, Trinity Academy, Newcastle
“We have been extremely pleased with the programme and we are continuing to use it for pupils who have reading difficulties.”
Sarah E Counter, Principal, Canary Wharf College
“His confidence has really improved, and he is always trying to read words that he sees around him in his everyday life.”
Michelle Guthrie, Literacy Tutor, Battersea Chapel
“That is 15 months progress in 4 academic months !! We are amazed at this and feel it is credit to the program and the systems we have developed as a result of our work with ReadingWise.”
Nicola Parker, Deputy Head, Billing Brook Special School
“Primarily, the pupils like it because they are working independently, they don’t have a teacher or a learning assistant breathing down their neck, and they don’t feel patronised.”
Laura McMillan, Forrester High, Edinburgh