Work in Local Authorities:

This has included:

• Leading half termly/termly support groups for teachers in a specific year group eg YR or Y1. Teachers select an aspect of phonics they would like some input on and/or the sessions are more informal and involve the sharing of ideas/resources/tips/problems/solutions etc.

• Providing an agreed package of support for particular school(s) identified by the local authority. These may be schools that have previously had support in YR through CLLD; schools not part of CLLD, but in need of support with the teaching of phonics; schools with low FSP results for CLLD or low KS1 SATs results for English.

• Providing input at briefing meetings for headteachers on the teaching of phonics.

• Providing centrally based training for schools on aspects of phonics that literacy/CLLD Consultants are less confident in.

• Meetings with Literacy/CLLD consultants to discuss how best to move the teaching of phonics forward within the LA.

• Providing resources for Literacy/CLLD consultants to use in their LAs.

Work for Initial Teacher Training providers:

This has included:

• Meetings with ITT lecturers to discuss how best to train students to teach phonics effectively.

• Devising a phonics test, which students need to pass. This ensures they have the necessary subject knowledge to teach synthetic phonics.

• Setting a phonics assignment, with clear success criteria.

• Providing photocopiable materials for students to support them when planning phonics teaching.

‘The phonics booklet was a brilliant idea and is a brilliant resource for any person new to phonics. It really breaks the stages down well and is very comprehensive. Life-saver!’
PGCE student, London