Earlier this year, we shared some initial reflections on the launch of our Spell It Like It Is pilot in this article, where we explored early implementation and teacher engagement. Now, having completed the full cycle of delivery, we are in a much stronger position to reflect on what has worked, what we have learned, and what this might mean for schools looking to strengthen literacy across Key Stage 3.
At the heart of this work is a simple but important idea. Spelling is not a bolt-on. The EEF Improving Literacy in Secondary Schools guidance makes this clear. Literacy is key to learning across all subjects, and every teacher plays a role in supporting pupils to read, write and communicate effectively in their discipline. This is captured in Recommendation 1 which emphasises the importance of disciplinary literacy. In other words, the language of each subject needs to be taught explicitly, not assumed.
Alongside this, Recommendation 2 highlights the importance of explicit vocabulary instruction in every subject, including teaching word meanings and supporting pupils to understand how words are constructed. This is where spelling becomes particularly important. If we want pupils to access and use academic language with confidence they need to be able to decode, understand and construct those words.
That was the starting point for this pilot.
A clear and practical approach for teachers
One of the strongest messages from teachers across the pilot was how clear and usable the approach was. The structured routine gave teachers something tangible to work with. It was not another abstract conversation about vocabulary. It was something they could pick up and use immediately in the classroom. Following the initial training, teachers reported feeling confident to get started. More importantly, this confidence translated into practice. Over time, modelling the spelling process, including pronunciation, repetition and breaking words down into parts became part of the rhythm of lessons. This is closely aligned with the EEF guidance, which highlights the importance of explicit teaching when supporting pupils to access academic language.
EEF Improving Literacy in Secondary Schools Recommendation No. 2
That said, the pilot also helped us understand where support is still needed. While teachers were confident to follow the process, they felt less confident when explaining some of the more complex aspects of spelling, particularly where this required specific spelling knowledge of, for example, generalisations (orthography) or word origins (etymology). This is a useful reminder that improving literacy across the curriculum is not just about introducing a strategy, but about building teacher expertise and knowledge over time.
Shifts in classroom practice
We saw clear shifts in how teachers approached vocabulary and spelling. Teaching became more explicit. There was greater emphasis on modelling spelling consciousness (the thinking behind making spelling choices which are most likely to be correct using key knowledge and generalisations) and rehearsal. The teaching of the spelling process became quicker and more automatic as it was embedded.
Importantly, the approach fitted naturally within subject teaching. Teachers were not stepping away from their curriculum to teach spelling. They were using spelling as a way of making disciplinary vocabulary more accessible. This is exactly what the EEF guidance points towards when it challenges the idea that literacy sits only within English. Every subject has its own language, and pupils need support to navigate it. Collaboration between English and Humanities teachers played an important role here. Where this was strong, implementation was more consistent and more confident. Where it was harder to coordinate, delivery was more variable. That is a useful lesson for us moving forward.
Spelling Programme Logo
What we saw in pupils
Perhaps the most compelling part of the pilot has been the change in pupil behaviour. Teachers consistently reported that pupils were more willing to attempt to spell disciplinary vocabulary when writing, even when they were unsure. That willingness to try matters. It reflects a shift in confidence.
We also saw increased engagement. Pupils were more willing to say words aloud, take part in discussion, and participate in low-stakes activities. Over time, teachers reported that pupils became more independent, attempting spellings without prompting and applying strategies more confidently.
There are also early signs that the impact extends beyond spelling. Teachers described improvements in reading fluency and in pupils’ ability to decode unfamiliar words. This is particularly interesting, as the EEF guidance highlights the close relationship between vocabulary, reading and writing development. Strengthening one element of literacy can support others.
The strongest impact was seen in pupils who often need it most. Lower-attaining pupils and those with weaker literacy foundations showed the greatest gains in confidence and participation.
An unexpected outcome: scaling beyond the pilot
One of the most encouraging findings from this cycle has been something we did not anticipate. In four out of the six schools, the programme has already been scaled up beyond the original pilot group. Schools have extended the approach across additional year groups and, in some cases, across the whole school and/or Trust.
This was not driven by us. It came from the schools themselves.
This matters! The EEF guidance is clear that improving literacy requires a whole-school approach, not isolated interventions. What we have seen here is a programme that schools feel confident to adopt more widely, because it fits within that wider literacy agenda.
The structured nature of the approach makes it replicable. Once teachers understand the routine, it can be applied across subjects with relative ease. That gives it real potential as part of a coherent, whole-school literacy strategy.
Where next?
This pilot has given us a rich set of insights. It has shown that making spelling visible, explicit and part of everyday teaching can shift both teacher practice and pupil behaviour. It has also reinforced what the EEF guidance tells us: literacy is everyone’s responsibility, and it needs to be taught deliberately across the curriculum.
If this resonates with your context, or if you are thinking about how to strengthen literacy across Key Stage 3, please do get in touch. We would love to continue the conversation.
