Research School Network: Improving literacy: EEF resource for all, and DfE training packages for secondary school colleagues Improving literacy takeaway

INSPIRATION

Earlier this week I was fortunate to be with Marc Rowland at an Essex RISE conference – and as always I was caused to take note of a simple yet powerful takeaway:

​“the language gap is the disadvantage gap”

Literacy is a fundamental skill that enables pupils to communicate, learn, and participate fully in school and in society. Literacy proficiency is a critical determinant of life chances, making it a key focus for schools serving disadvantaged pupils and communities.

Help in the form of evidence-informed resource from the EEF and DfE to name but two trusted sources.

EEF LITERACY FOCUSSED RESOURCE

The EEF has a comprehensive library of resource available via its website including:

1. Guidance reports

The EEF’s guidance on literacy across the age phases offers a valuable set of resources. Freely available and downloadable from the EEF website it currently comprises: 

· Preparing for Literacy

· Improving Literacy at Key Stage 1

· Improving Literacy at Key Stage 2

· Improving Literacy in Secondary Schools

… and exciting news – this suite will be updated and modified in ​‘26÷27 so stay tuned to the Research Schools Network and keep an eye out for the new publications in the summer term!

2. The Reading House Explore the rooms and reassociated blogs to access resources to support the different skills underpinning reading comprehension.

3.Clips from the Classroom

This curated video collection captures literacy focused practices and reflections and can be helpful if you are considering implementing similar approaches.

DfE RESOURCE

A short course for secondary school staff and leaders

Marc reminded colleagues that earlier this term, the DfE published excellent evidence-based resources designed to support reading in secondary school. The materials are presented as a short course to support readers at all levels and were developed for DfE by Professor Jessie Ricketts of Royal Holloway, University of London. They form an excellent extension to the EEF’s Improving Literacy in Secondary Schools, drawing on its recommendations and presenting complementary learning in bite sized videos.

Created in collaboration with teachers and school leaders with expertise in reading and secondary contexts, it aims to equip all staff, including teachers, teaching assistants, and school leaders with the knowledge and confidence to support students’ reading development, and so support the fostering of a strong reading culture in secondary schools.

Closely aligned with the DfE’s Reading Framework and existing research from primary and secondary contexts it utilises the Simple View of Reading as a core framework. The programme has been designed for teachers of all curriculum subjects and all levels of experience, though it may be most useful for teachers who:

• do not have English as their subject specialism
• have not had recent Continuing Professional Development (CPD) on reading

This training may be useful as part of:

• induction procedures for new members of staff
• training for student teachers or Early Career Teachers (ECTs)
  
• ongoing CPD for existing members of staff

The training materials

The packages of self-study materials outline theory and research findings, and provide practical strategies that can be implemented in any secondary classroom.

There is a training pathway aimed at all secondary staff and another one targeting those with leadership responsibility within secondary schools. The sequenced materials are designed to be completed in approximately an hour, either individually or in groups. Both pathways are accessed via a guidance/​workbook containing the hyper-links to the short videos.

Access the package for secondary school practitioners here.
Access the package for secondary school leaders here.

REFLECTING AND NEXT STEPS

Reflecting on the knowledge, techniques and expertise shared in these resources:

• What aspects of your own knowledge and practice might you identify for improving/​refining?
• What aspects are most pertinent to the further development within teams you lead/​colleagues you support?
  
• How can a balanced design of professional development activity support development of knowledge and techniques?
  
• How confident are you in the needs of the pupils you work with – to what extent is accurate assessment of need informing next steps within planning to meet the needs of all pupils, especially those experiencing the impacts of socio-economic disadvantage?
  
• What actions can you take to foster and promote a culture of reading, writing, speaking and listening within the context of your life in school settings in order to ensure academic and social inclusion for all, especially those experiencing the impacts of socio-economic disadvantage?

Andy Samways