Why did Hartland International choose FFT Success for All Phonics?

Hartland International School is a thriving British International School located in the newly developed Sobha Hartland community in Dubai. Serving a vibrant, multicultural student body representing 114 nationalities, the school reflects the area’s continued growth and development. With an impressive 8-form entry in Key Stage 1, Hartland provides world-class education to a diverse and expanding community of learners.

Hartland International School chose FFT Success for All Phonics to strengthen phonics instruction and improve literacy outcomes through evidence-based practices. The programme offered flexible, tailored training that combines in-person sessions, virtual meetings, and pre-recorded videos, allowing teachers to develop skills at their own pace. FFT’s ongoing support included classroom observations, data analysis, and constructive feedback that helped teachers refine practices and address challenges promptly.

The data-driven approach enabled effective tracking of student progress and the optimisation of instructional strategies. With over 20 years of UK experience and extensive international school collaboration, FFT – alongside their comprehensive digital reading solution and specialised Reading Assessment Programme used by more than 1,000 schools – were ideal partners for delivering world-class literacy education with measurable outcomes tailored to the school’s needs.

Implementing the programme

Hartland International has been using FFT Success for All Phonics for over two years. To ensure comprehensive staff training in the programme, the school implemented a multi-faceted professional development approach. Staff were guided through training modules and videos on the FFT portal, providing flexible, self-paced learning opportunities. The school prioritised hands-on development through modelling and classroom observation sessions, with ongoing coaching opportunities continuously planned to support teachers’ growth.

The school’s phonics lead conducted online meetings and specialised training sessions, collaborating closely with the English Language Learners (ELL) department to focus on the effective use of the tutoring platform. A whole-staff meeting was held to share current information, communicate action plan targets, and provide updates on platform features. This comprehensive training strategy – combining digital resources, peer observation, targeted departmental support, and school-wide communication – ensured all staff were equipped with the knowledge and confidence needed to implement the programme successfully and meet the diverse literacy needs of the school’s 114-nationality student community.

Attending the FFT Success for All Phonics online training meeting proved invaluable for Hartland International School in staying current with programme developments. The session provided essential information about the updated adaptive assessments, which the school successfully implemented at the start of the academic year. These enhanced assessment tools have strengthened the school’s ability to accurately measure student progress and identify individual learning targets. The training ensured the team understood the new features and could effectively utilise them to support the diverse student population.

Staff shared that FFT’s commitment to continuous programme improvement and ongoing professional development demonstrates their dedication to providing schools with cutting-edge resources that drive meaningful literacy outcomes.

Reading Progress Made

Since implementing FFT’s Success for All Phonics programme, tracking student progress at Hartland International School has become significantly clearer and more informative. The comprehensive reports generated by the platform have enabled teachers to identify and focus on specific target sounds for individual students, allowing for precise, personalised instruction.

The impact has been remarkable: over the first half term alone, based on the most recent adaptive assessment in Year 2, twelve students have progressed from Working Towards Standard (WTS) to Expected Level – a substantial achievement demonstrating the programme’s effectiveness.

This data-driven approach has transformed the school’s ability to monitor literacy development, intervene promptly where needed, and celebrate meaningful progress. The detailed insights provided by FFT’s assessment tools have proven instrumental in accelerating student achievement and ensuring every child receives the targeted support necessary for literacy success.

A spotlight on pupil progress at Hartland International

Since using FFT Success for All Phonics, Year 2 Student A has significantly improved reading fluency. In the first half term, the student increased their word count per minute from 11 to 50, raising their Fluency Reading Age from 4.5 to 6.3, alongside gaining five months on their Decoding Reading Age. In the most recent assessment, the student completed the reading task within the time limit with 96% accuracy.

What strategies do you use to balance phonics instruction for English alongside other languages spoken by students?

The FFT programme balances phonics instruction for multilingual learners through its systematic approach to phonemic awareness, decoding, and reading fluency – foundational skills transferable across languages. The Reading Assessment Programme tracks individual progress with standardised data, enabling teachers to identify specific needs and adjust instruction. Its evidence-based, adaptable framework effectively supports students learning English alongside their home languages.

How do you adapt the phonics scheme to meet the diverse linguistic backgrounds of your students?

We adapt the phonics scheme by organising small groups for targeted ELL and EAL students, providing personalised support. Sound mat resources serve as visual aids to support reading and writing development. In Key Stage 2, we utilise the Lightning Squad tutoring platform specifically for targeted ELL and EAL students, ensuring multilingual learners receive tailored intervention that addresses their unique linguistic needs.

Why Hartland International would recommend Success for All Phonics

Miss Rachel Barron, Phonics Lead at Hartland International School, shares why she recommends the programme:

• Comprehensive Data Tracking – The latest updates enable us to track individual student progress and monitor whole year group/class data with quick comparisons, making assessment analysis efficient and actionable.
• Accurate Assessment Data – The programme provides accurate reading ages in both fluency and decoding, giving us reliable benchmarks to measure student achievement and progress.
• Targeted Intervention Tools – Heatmaps allow us to identify specific target sounds for individual children, enabling precise, personalised instruction that addresses each student’s unique needs.
• Adaptive Assessments – The new adaptive assessments are appropriately tailored, making the assessment process more accessible while maintaining rigour.
• Accessible Staff Training – Training videos make it practical and convenient to educate all staff, ensuring consistent implementation across the school and supporting continuous professional development.