ECT programme: An introduction to the teaching of reading so everyone can learn - from mechanics to aspirations

• Role of reading for all areas of learning, mental health and well being

• Processed involved in becoming a reader and implications for barriers to learning

• How to maximise word learning (including phonics) and language comprehension

• Aspirations, high expectations and the role of us

• How to identify and support reluctant and struggling readers, creating a literacy rich environment accessible to all

• Where now? Signposting to next steps and useful resources

Intended outcomes – To deepen knowledge and understanding around how to support learners who may be struggling or reluctant to read. To provide a bridge between theory and practice, strengthening the confidence of all teachers to teach all learners to become readers.

Updated to include a summary of ‘The reading framework: Teaching the foundations of literacy’ DfE July 2021! Essential reading for all ECT professionals, containing research-based strategies and approaches aimed to teach all learners to read. Find out how we can ensure all learners are keeping up from the start, providing the essential link between language, comprehensive instruction and rich literacy experiences.

TBC

Dr Sarah Moseley

My ethos is that every action, no matter how small can make a difference. I aim to bridge the gap between theory and learning, to create a culture where high expectations thrive, improving outcomes for all pupils

I am an experienced, Headteacher who Ofsted described as “ambitious for the future of the school... working tirelessly to improve pupils' achievements through high-quality training and checks on teaching which has led to improvements in pupils’ learning”. I am now working as an independent Educational Consultant specialising in school improvement and raising outcomes for all learners. My key areas for support are a focus on all aspects of SEND, teaching and learning, inclusion, behaviour, and the development of literacy/communication.

I have over 25 years’ comprehensive knowledge and experience of special and mainstream education, both facilitating and leading organisations from teaching assistant to Headteacher. I have a solid research background based on learning rooted within psychology that includes a master’s degree and PhD in Special Education, focusing on the teaching of reading for pupils with SEN and inclusion. I have presented nationally and internationally at conferences and am a published author.

I provide a high quality professional bespoke and tailored service for organisations and families. My service provides advice, training, signposting and support that are tailored to individual requirements.