Developing best practice in Early Literacy and Phonics: Building Readers, Changing Lives - Bradford

The programme will:

• Improve teachers’ subject knowledge in the teaching of Early Reading.

• Support schools in planning a systematic approach to the teaching of phonics across Early Years and Key Stage 1, supporting children to become independent readers.

• Support teachers in identifying early readers with gaps in phonic knowledge and how to plan for their progress in phonics, reading and writing.

• Improve teacher’s knowledge of high quality literature to support early readers of all ages, exploring the vital role this plays in supporting the journey of progression in reading; developing confident, competent and motivated readers.

Cost per participant

 • £850. A minimum of 10 delegates from one or more schools is required for this programme to be delivered locally

Exceed Teaching Schools is seeking to facilitate a viable cohort for local delivery by encouraging schools to express their interest in this programme. To express interest please refer to Exceed Teaching Schools 

Target audience

• Early Years Practitioners and Leaders as well as Literacy Leads and Y1-Y3 Teachers

Target pupils

• Early Years, KS1 and lower KS2

Number of days of face-to-face training provided

• 4 days of in depth subject knowledge training on early reading and phonics

Venue for training

• Holybrook Primary School, Bradford, the training campus of Exceed Teaching Schools

Additional resources provided

• Example long term plans to ensure coverage and progression of phonic knowledge and provision for reading and writing across Early Years and Key Stage 1 that ensures use and application of phonics to raise engagement and attainment in reading and writing.

• A book pack to complement each day containing high quality children’s books, theoretical publications, teaching sequences for Early Years and Key Stage 1 to ensure key phonics skills are taught and applied across reading and writing and text potential grids to ensure the same happens with targeted groups in Key Stage 2. This enables participants to immediately implement their learning to trial approaches and observe impact back in their schools

• Recommendations for a range of quality texts to use to support early reading across Early Years, Key Stage 1 and Key Stage 2.

• A chance to reflect on current practice, trial approaches, reflect on impact of the training and use what they learn across the three days to plan for sustained improvement across Early Years and Key Stage 1.

What is the evidence-base for the content and approach adopted or promoted by this programme?

The programme is informed and shaped by CLPE’s longstanding work with schools in developing children as readers and is rooted in the principles of our Reading and Writing Scales

 

“I now see the value of phonics as an essential tool to improve reading and now know how to engender a love of reading at the same time as teaching essential skills and strategies.” 

Programme attendee 2018

“Our children are so much more engaged in the reading and writing process. They are building their vocabulary and learning is made meaningful.” 

Programme attendee 2018

“Such a great range of ways to use quality texts to support the teaching of phonics and reading. I will now use so many more opportunities to apply phonics more widely across all learning.”

Programme attendee 2018
Holybrook Primary School
Bradford
United Kingdom