Midpoint analysis
Midpoint data is now available from the first phase of the Word Roots pilot.
The strongest signal so far is clear: lower-starting pupils are making the greatest gains.
This finding aligns closely with the programme's purpose: to provide pupils with a structured route into academic vocabulary, morphology and reading comprehension. Evidence suggests that pupils are not only recognising word parts more securely, but are beginning to apply that knowledge to make better sense of what they read.
Early classroom evidence
Pupils are taking part in structured vocabulary tasks, morphology routines, reading activities and small-group discussion. Classroom visits are helping us understand what works well, what needs refining and how schools can use Word Roots most effectively.
Engagement
Pupils are responding positively to practical vocabulary tasks and structured routines.
Confidence
Pupils are beginning to approach unfamiliar words with more independence.
Implementation
Staff feedback is helping us strengthen the resources, guidance and delivery model.
What the data shows
Lower-starting pupils are responding strongly
The strongest gains are emerging among pupils who started from a lower baseline, suggesting that Word Roots is helping those with the greatest literacy needs.
Reading comprehension is improving
Improvements in reading comprehension suggest that pupils are beginning to transfer vocabulary and morphology knowledge into a stronger understanding of what they read.
Root recognition is becoming more secure
Pupils are demonstrating stronger recognition of roots and word families, providing a stronger foundation for vocabulary growth and reading comprehension.
Structured routines are supporting progress
The data highlights the value of repeated routines that help pupils identify patterns, analyse word parts, test meaning in context and apply that knowledge during reading.
Assessment evidence
What diagnostic and review tasks show about pupil progress over time.
Vocabulary strategies are becoming established
Pupils are increasingly drawing on roots, prefixes and suffixes to work out the meaning of unfamiliar words independently.
Vocabulary confidence
Whether pupils begin to use roots, prefixes and suffixes to unlock unfamiliar words.
The next phase of our pilot
The next phase will focus on endpoint assessment, implementation review and recommendations for wider rollout.
Endpoint assessment
Baseline, midpoint and endpoint data will be compared to evaluate sustained progress.
Implementation review
Staff feedback will be used to refine lesson flow, assessment routines and school guidance.
Pilot report
A fuller pilot report will bring together assessment evidence, classroom learning and recommendations for future delivery.
Word Roots in schools: pilot and impact
Word Roots is currently being piloted in schools to evaluate the impact and implementation of the programme in real classroom contexts.
This page presents anonymised midpoint findings from the first phase of delivery, alongside classroom evidence and implementation insights. Evidence suggests positive gains, particularly for pupils who begin with lower levels of vocabulary and reading attainment.