The Turnabout Programme is for the ‘hard to move’ pupils. In three months most pupils make at least one year advance in measured Reading Age and Literacy/Numeracy National Curriculum levels - some make two and three year advances
How does it work?
Turnabout is based on structured tactile non-linguistic mental exercises designed to develop many aspects of memory including working memory, visual and auditory capabilities, accurate recall from long term memory, information processing speed and memory sequencing capability. When the learner has acquired improved memory then effective learning can take place. Turnabout requires one hour a week for 12 weeks. Activities to enhance the self esteem of the previously unsuccessful learner are an integral part of the programme.
How do we know it works so quickly?
The schools tell us! The integral baseline and recording systems enable schools to demonstrate rapid improvements in literacy and numeracy as well as in behaviour and attitude. The evidence supplied by many schools and as exemplified by the case studies, illustrates why this programme should be used to help the pupils who are not achieving their potential and those who have not responded fully to other interventions.
Who is Turnabout for?
Turnabout is used successfully in infant, primary and secondary schools as well as being effective in special schools and PRUs. The programme enables pupils with dyslexic characteristics to accelerate their progress.
Turnabout is a very appropriate use of Pupil Premium funding
“This was the best course I have ever been on. Did what it purported to do. Amazing ‘delivery’ tutors. I can’t wait to get it set up. Having been an advisor I know the prep that went into this -so thank you. I want to get it started.”
“He was unable to close the gap in achievement in Key Stage 2, which was gradually widening. A number of learning interventions were used, but the pupil made no noticeable progress. Due to the non-academic focus of Turnabout he was able to succeed, which had a positive impact his self-esteem. This rise in self-esteem was the catalyst for his improvement.”
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“The programme is liked by the staff because of its concrete nature and that it is ready to use. Staff felt empowered knowing that if they followed the recommended procedures, it would make inroads - and it has worked.”
“Now he's a different child with sustained concentration and focused for longer periods of time . He has had a self-esteem boost. He wrote an amazing story in literacy last week. We would never have been able to get that far with him without Turnabout.”
“The programme is really impressive. We are very pleased. As a head going into the classroom I can see how much more focused these pupils are and they are far more able to concentrate on what they are doing.”
“This boy has raised his reading age by over three years since January - he just seems to have got the idea of sequencing the sounds and syllables and actually scanning the word instead of guessing ...... What a brilliant result.”
“The training and the music activity within Turnabout was like a switch, with a sudden change in her ability to concentrate for longer and to retain instructions. Her grade predictions have improved by one level for maths GCSE. “She now knows that to succeed – she has a part in it. She is fully aware of this now - not before.”
“I would like to say as an L.S.A. but most of all as a mother of a Year 6 pupil in this school what a fantastic result this programme has had on my child. Since beginning this programme my child’s assessment levels have increased and he has achieved above and beyond my expectations.”
“Turnabout has had an enormous impact on our school. For the first time our overall English progress results were identified on RAISE as being significantly above similar schools.”
“The activities themselves are deceptively easy to administer, all the students, regardless of age or ability, have readily engaged in the programme.”
“The meta-cognition within the programme has had an immense impact upon the way in which these students now look upon their learning and their role in this. They now recognise that the improvements they make and the learning they achieve is not the responsibility of their teachers but rather their own responsibility, that they need to put in effort in order to learn and achieve.”
“I noticed that some work was hard and when I went back to it, it was very very easy - such as long addition, division and technical words. Now it’s easier to join in discussions in class. I now remember what the teacher has said.”
“The Turnabout Programme has been used successfully in our school for the last six years. The impact of using this programme has helped to raise pupils' self-esteem and has given them an improved attitude to learning. Pupils have made marked progress in their reading. This school highly recommends The Turnabout Programme.”
“I used to write letters back to front but now they are coming out the right way round. I noticed it at two weeks ago.”
“In my experience, when a school commits to using Turnabout it is to a truly transformational and highly effective programme which addresses the fundamental underlying issues for children with dyslexia and not simply the symptoms as seen in their reading and writing.”