Broadford Primary School

The project aimed to improve teachers’ understanding of how phonological awareness can be developed, in recognition of the fact that those pupils most likely to be at risk of reading difficulty often have lower levels of phonological awareness than their classmates. This was done by carrying out phonological assessments of pupils, training teachers in specific strategies and the IRIS video system, providing class observation and support. This helped in embedding phonological awareness sessions in class routines.

Participating teacher self-efficacy reports demonstrate an overall progression in confidence in using the practical strategies taught by the project. Pupil data shows an uplift in outcomes compared to previous cohorts and similar schools where the project has not been applied (22% improvement in attainment compared to 15%).

The training made the different aspects very explicit. Prior to the start of the project we had relied on limited information in the Letters & Sounds document and personal research. Much of the training in school had been based on the teaching of synthetic phonics, but this is only one aspect and our more vulnerable Nursery pupils, as well as those in Reception, did not have the foundations to access this skill confidently. The project met this shortfall and our team feel much more confident that we are now better meeting the needs of the children.