Training: Improving Literacy in Primary Schools

10:00 on 7 February 2019–15:00 on 13 June 2019

Author: Aidan Severs

This year Bradford Research School will again deliver its ‘Improving Literacy in Primary Schools’ programme – a 3-day course which will not only develop Literacy leaders but will have an impact on teaching and learning in Bradford schools. Bradford Research School invites primary school leaders who have a responsibility for English to learn more about what the available research says are the best bets for raising standards in reading and writing, with a particular focus on Key Stage 2.

Drawing on information from the Educational Endowment Foundation’s (EEF) Improving Literacy guidance reports the ‘Improving Literacy in Primary Schools’ programme will look at how development of pupils’ oracy skills can lead to improvements in reading and writing. There will be a focus on how reading fluency and reading comprehension strategies can be best taught so that children become independent in their application of these skills. Where writing is concerned, the programme will develop an understanding of a seven-part writing process and how teachers can develop transcription fluency with a view to developing children’s independence in these skills.

Working alongside oracy specialists trained by Voice 21, and who are involved in the Voice Bradford initiative, the ‘Improving Literacy in Primary Schools’ programme will explore specific links between how particular oracy skills link to both reading and writing. According to the EEF toolkit, studies of approaches which emphasise the importance of spoken language and verbal interaction consistently show positive benefits on learning. The toolkit reports that all pupils appear to benefit from oral language interventions, but some studies show up to six months’ benefit for pupils from disadvantaged backgrounds – a particular reason why oracy work in Bradford might be important.

The ‘Improving Literacy in Primary Schools’ programme’s emphasis on research-informed practice is not without reason. Sir Kevan Collins, chief executive of the EEF explains why the use of research findings is so important in areas like Bradford: “At the Education Endowment Foundation, we believe the best way to break [the] link between family income and educational attainment is through better use of evidence: looking at what has—and has not—worked in the past can put us in a much better place to judge what is likely to work in the future.” He goes on to question ask “How can anyone know which findings are the most secure, reliable, and relevant to their school and pupils?” The EEF guidance reports offer practical evidence-based recommendations, taken from in-depth reviews of research are especially relevant to pupils struggling with their literacy.

Throughout the ‘Improving Literacy in Primary Schools’ programme there will be opportunities to evaluate the current practice of the participants’ schools using diagnostic assessments, create action plans, try out new ideas and share progress. The course will conclude with work on how research findings can aid school leaders with embedding change.

In taking part in this opportunity you will be part of the pioneering work to use evidence and research to remove barriers to learning and to improve literacy in Bradford’s primary schools, particularly for disadvantaged pupils. Both of these aims are identified as priorities for Bradford in the DfE’s delivery plan for social mobility in the Bradford Opportunity Area. Choosing the ‘Improving Literacy in Primary Schools’ programme is an exciting way to have a positive impact on the lives and future successes of Bradford’s young people.

  • Day One – Thursday 7th February
  • Day Two – Tuesday 2nd April
  • Day Three – Thursday 13th June

The course costs £295 for all three days and will be held at Dixons Cottingley Academy.  Schools can send an additional delegate for £75.

Sign up here and please contact us if you would like further details:


Posted on 28 September 2018
Posted in: Events, Training/CPD
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