In Class WIKI Build Results
  • Robust, Independent Evidence: Our analysis features standardised NGRT data from a representative sample size of 433 students, drawn from the thousands of learners who have successfully completed the WIKI Build programme.
  • Accelerated Whole-Class Progress: Students receiving WIKI Build in class gained an average of 14 months in reading age in just 12 months - outperforming standard expected growth by 2 months!
  • Outpacing the Nation: Average Standard Age Scores (SAS) improved on average by 2 points, showing WIKI Build students progress faster than the national average.
  • Transformative SEND Impact: SEND students closed the gap rapidly, gaining an average of 19 months in reading age in 12 months. Their SAS scores jumped by a statistically significant 4 points, moving them up a full stanine.
  • Explosive Growth for the Weakest Readers: Stanine 1 students on average achieved 22 months of progress in a 12-month period (+6 SAS improvement). Stanine 2 students achieved on average a staggering 32 months of progress in a 12-month period (+10 SAS improvement). Both groups on average successfully moved up a full stanine.
Small Group WIKI Build Results
  • Robust, Independent Evidence: Our analysis features standardised NGRT data from a representative sample size of 154 students, drawn from the thousands of learners who have successfully completed the WIKI Build programme.
  • Accelerated Small Group Progress: Students receiving WIKI Build in small groups gained an average of 23 months in reading age in just 12 months - outperforming standard expected growth by an amazing 11 months!
  • Outpacing the Nation: Average Standard Age Scores (SAS) improved by a statistically significant 6 points, showing WIKI Build students progress faster than the national average and on average move up a full stanine.
  • Transformative SEND Impact: SEND students closed the gap rapidly, gaining an average of 19 months in reading age in 12 months. Their SAS scores jumped by a statistically significant 4 points, moving them up a full stanine.
  • Explosive Growth for the Weakest Readers: Stanine 1 students on average achieved a staggering 37 months of progress in a 12-month period (+11 SAS improvement). Stanine 2 students achieved on average 34 months of progress in a 12-month period (+11 SAS improvement). Both groups on average successfully moved up 2 stanines.
Internal Impact: Building Well-Rounded Readers

Alongside independent, standardised tracking, our internal school evaluations show that WIKI Build transforms how students feel and perform in the classroom. By evaluating reading fluency, spelling accuracy, and student self-perception of 251 students, our internal data highlights a powerful triad of growth. On average, students receiving WIKI Build in small groups achieve:

Boosted Fluency: An increase of 12 words per minute in reading speed, unlocking smoother fluency and comprehension.

Advanced Spelling: An average gain of 5 months in spelling age as they master syllables and morphological roots.

Surging Confidence: A 2-point increase across out literacy confidence framework, with students reports higher self-assurance in pronouncing complex words, spelling, and proactively using their WIKI Bookmarks in daily lessons.

Please note that our internal progress data focuses on Small Group interventions. This is because In Class WIKI Build is a beautifully flexible tool. Schools embed the "WIKI Way" into their universal curriculum on bespoke timelines that align with their specific academic calendars. While this high level of customisation makes localised internal tests incomparable on a national scale, it ensures that the programme integrates seamlessly into the unique fabric of every classroom.

Validating the "WIKI Bookmark" Effect

In the academic year 2022-23, we won some funding from the Let Teachers Shine trust to undergo a small-scale evaluation.

Statistical analysis proved that simply giving students daily access to the WIKI Bookmark in class generated a statistically significant leap in literacy confidence compared to control groups.

Furthermore, data showed that students with the bookmark naturally prioritized accuracy over speed—taking the time to correctly decode and pronounce more unfamiliar words upon a second reading.

The evaluation clearly demonstrated that the WIKI Bookmark acts as a powerful, immediate catalyst for student confidence, spelling precision, and decoding accuracy from the moment it enters the classroom.