3 panels of photos showing a teacher looking at resources a teacher demonstrating the literacy programme and a primary school student at a desk

Lexonik Leap

Lexonik Leap effectively resolves phonics gaps for learners who find literacy particularly challenging and those for whom English is not their first language, rapidly progressing reading, spelling and oracy.

Based on an initial diagnostic assessment, the programme can be adapted to allow for an individualised learning pathway, meaning the duration of the programme is dictated by the level of need. Because of this it's perfect for older or English as an additional language (EAL) learners as well as young learners. 

Lexonik Leap as a literacy programme can be delivered 1:1, but is best as a small group intervention. 

Ideal for learners with a standardised score of less than 85 or the EAL learner.

Download the brochure here

a woman packing a bag with lexonik teaching resources and a teacher helping a primary school student read

How we deliver Lexonik Leap

The following is what we provide with every Lexonik Leap literacy programme:

  • One-day staff training held in-house or remotely
  • Online diagnostic assessment and progress tracking via our educator platform, Lexonik Cloud
  • Delivery and teaching materials
  • Access to online teaching support
  • Ongoing Account Manager and Regional Trainer support

Explore the features of Lexonik Cloud.

Ready to make an impact and help close the literacy gap?

Lexonik Leap offers a scalable pricing structure to meet the varying requirements of Schools and Multi-Academy Trusts.

If you would like to improve literacy attainment at your school, talk with us to arrange a demonstration or receive more details on how Lexonik Leap can be your intervention solution.

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"One of OFSTED's key findings in our November 2015 inspection was that 'Teachers pay meticulous attention to improving pupils' literacy skills' and that 'development of pupils' key literacy skills, including reading, is impressive."
Ian Jones

Frequently Asked Questions

Created with an older learner in mind, Leap is suitable for those who find reading particularly challenging and for those who speak English as an additional language. 

We recommend anyone with a standardised score of 85 and below should undergo the Lexonik Leap diagnostic assessment to identify and then close any gaps in their phonics.

Yes! Lexonik Leap is designed with the older learner in mind. The resources are not babyish or patronising and are suitable for secondary school age students and adults.

Any adult can be trained to deliver Lexonik’s literacy intervention programmes including, but not limited to, TAs, HLTAs, librarians and classroom teachers from across subjects and key stages.

The key is their timetable flexibility and willingness to facilitate the teaching of reading and deliver the programme with fidelity.

No. Lexonik Leap is a personalised pathway.

Learners undergo a diagnostic assessment to identify their gaps, and then only participate in the activities needed to fill those gaps.

Staff are trained to not only deliver the diagnostic assessment, but to assess groupings to ensure all learner needs are met.

Definitely, but we recommend leaving a gap to solidify the learning from Lexonik Leap before starting Lexonik Advance.

Any learner with a standardised score of less than 85 would benefit from taking part in the Lexonik Leap diagnostic assessment. This will highlight where learning gaps are and which activities will be required to close those gaps.

Lexonik Leap is also ideal for EAL learners.

Using the Lexonik Leap diagnostic assessment, your Regional Trainer will demonstrate how it can be used to track and monitor learner progress.

Little and often. Lexonik Leap is best delivered in frequent, 15-20 minute sessions, three times a week.

A real benefit of Lexonik Leap is the adaptive nature of delivery based on the diagnostic assessment. 

The initial diagnostic assessment enables a bespoke and tailored programme which fills the gaps that previous reading interventions haven’t. Trainers use the diagnostic assessment to review progress throughout each activity and we advise an in-depth review at 6 weeks.

Wherever possible, groups should be organised by learners of a similar ability. 

There should never be more than 4 learners in a group. EAL learners may benefit from a 1:2 teacher/learner ratio. We do not advocate 1:1 intervention. 

Mixed gender sessions are found to work well but we appreciate this is not always possible.

A rolling timetable should be implemented to ensure that students don’t miss the same lessons each week.