1. 2011/12
Schools Guide to Literacy
How to improve your pupils’ literacy
For all prima
ry and
secondary te
aching
staff, school
librarians
and senior m
anagers
Create motivated and confident learners
Complement your teaching of phonics

2. About this guide
Contents This guide is intended to provide
information and ideas that will
support schools to improve their
Introduction 3
pupils’ literacy levels and results.
It can be used by classroom teachers
Getting results in reading 4
and assistants, senior management,
literacy coordinators, school
Developing writing skills
librarians, English teachers and all
secondary subject teachers.
Supporting speaking and listening
Schools are welcome to leave copies
Support for you: resources,
in the staffroom, photocopy content
training and networks and use it in staff meetings or Inset
activities.
Order form for resources, 23
training and networks
Who are we?
The National Literacy Trust is an
independent charity and the leading
literacy expert in the UK. We have
worked with schools since 1993,
providing innovative resources,
information and support. Over
30,000 teachers, librarians and other
professionals have benefited from
our networks.
Our pioneering research and work
with schools enable us to develop
new strategies and innovative
approaches that get results. This year
we are delighted to be launching new
networks, resources and training to
support schools. We are a
not-for-profit organisation and we
work hard to ensure that all our
resources and training are cost
effective and provide good value
for money.
Find out more at
www.literacytrust.org.uk/
schools
We also work with and provide
Information provided in this guide is support for early years settings,
taken from a variety of sources, including: childminders, local areas and
communities. Find out more at
see www.literacytrust.org.uk/research www.literacytrust.org.uk
Removing Barriers to Literacy
Programme for International Student Assessment (PISA
Reading for Change
Teachers as Readers: Building Communities of Readers
Meaningful Differences in the Everyday Experiences of Young American
Children
English 2000-2005: A review of inspection evidence
2

3. 2011/12 Schools Guide to Literacy
Literacy in schools
Literacy skills are essential to attainment in school and
opportunities and happiness throughout life. Alarmingly,
test results tell us that achievement in reading and writing In 2011 schools will receive £480 per year for
has stalled, with one in six children failing to achieve the each pupil from a low income family and there
expected level at key stage 2. There has been no increase
will be a reading screening check in Year 1.
in children’s reported enjoyment of reading since 2005,
which we all know is closely linked to attainment, and
negative attitudes among boys have deepened.
A 2011 Ofsted report on literacy found that the most
effective schools have at least one senior member of staff
with an excellent knowledge of literacy and its pedagogy,
In a recent study the UK was ranked 25th out and that the most successful secondary schools are the
of 65 countries, despite spending more per ones in which all teachers receive regular literacy training.
This was shown to increase standards across the
head than many other countries on education. entire curriculum.
How does this stack up for your school and for the
It is undeniable that in 2011 and beyond there will be practices you adopt? This Guide to Literacy offers you the
less central and local support for schools. This means chance to examine your school’s approach to supporting
that schools will have greater freedom to develop their literacy drawing on our work with partner schools over the
own practices around a slimmed-down core curriculum. last 18 years.
Schools will need to ensure their finances are targeted
to improve the life chances of all children whilst at the In order to ensure we continue to offer the very best in
same time providing support for those from the literacy support, we invite you and your school to work
poorest backgrounds. alongside us, to share your practice and gain from other
schools across the country. Together we can ensure the
very best outcomes for pupils, schools and communities.
Jonathan Douglas
Director of the National Literacy Trust
3

4. Getting results in reading
Getting results in reading
Our new study of over 17,000 pupils proves “I’m concerned that almost 40 per
that there is a clear link between how much
cent of pupils in England never
children enjoy reading and their test results.
The message is clear: if your students don’t read for enjoyment.”
read outside of the classroom, there will be Nick Gibb MP, Minister of State for Schools
an impact on their potential achievement in
reading and across the curriculum.
Children who read for pleasure enjoy better opportunities
throughout life because they have gained a richer
vocabulary, more knowledge, critical thinking skills and a
self-directed learning framework. Practitioners should be
unapologetic about encouraging children to enjoy reading
and focusing energy and expertise on nurturing positive
reading behaviours, as both are vital to an individual’s
success at school and their economic and social capital
later in life.
The Challenge
Enjoyment of reading
The number of children who enjoy reading has remained
low for the past decade. This is a real cause for concern
because of the proven link between test results and
reading for pleasure. Studies also show that reading a
“Reading for pleasure can easily sound
variety of literature independently by the age of 15 is the
single biggest indicator of future success, outweighing like some kind of wishy-washy, soft option,
negative factors such as socioeconomic background or while instructional stuff like learning-to-
family situation.
read through ‘synthetic phonics’… sounds
tough and purposeful. In actual fact…
research shows children who read for
pleasure achieve better school performance
than those that don’t.”
Michael Rosen, writer and former Children’s Laureate
Children who only read in class
45% are below average readers
45% are average readers
9% are above average readers
4

5. 2011/12 Schools Guide to Literacy
Motivation and relevance
Success
Reading for pleasure gets results
Our Young Readers Programme (see page 17) supports
reading motivation and enjoyment through fun and
inspirational reading events. Primary school teacher Sue
Barry found it had an incredible impact on a girl in
her class.
“When I was walking through the playground at break
time I noticed one of the children who had taken part
in the reading events. Shani was sitting in a corner by
For all of us working to support literacy, motivating pupils herself, completely absorbed in a book. I was surprised
is a real challenge. One proven way to overcome this is and delighted because both of her parents have very low
by redefining reading so that it is relevant to pupils’ lives literacy levels and her four older brothers all left school
and aspirations, which often includes being part of a with below average reading. Since taking part in the
social group. For schools, this means positioning reading sessions Shani’s reading level has increased and she is
as a social experience for pupils and investing time in now on course to achieve the expected level for her age by
understanding motivations both in and outside of school. the time she leaves primary school.”
It also means putting teachers’ own reading preferences
to one side and connecting with what is out there See page 17 to run this programme in your school.
for children.
Using the power of peer groups
The home environment
Our Reading Champions initiative harnesses the power of
peer groups to have a positive impact on reading. A recent
Ofsted report praised its impact in one school.
“The subject leader noticed that the reading ages of a
small group of pupils reached a plateau in Years 3 and 4
and were not meeting her high expectations… Following
classroom observations and discussions with staff, she
discovered that daily reading practice ceased in Year 3 and
the teachers relied on a weekly guided session and on…
parents to listen to children reading at home. Although
this was satisfactory for some of the pupils, progress for
There is a strong link between children’s literacy and what
those not reading at home slowed significantly. She set up
goes on in the home. Research has repeatedly shown that
a group called ‘Reading Champions’ … using ideas from the
the extent to which parents create a home environment
National Literacy Trust, and encouraged the older children
that encourages learning is a far more accurate predictor
to lead reading sessions at lunchtimes. This was so
of a pupil’s achievement than parental income or social
popular that she extended it to breaks and before school.
status. Ofsted’s recent Removing Barriers to Literacy report
As a result, the reading ages of the pupils in the identified
highlights parental involvement in school systems for
group increased at the same rate as those of their peers,
teaching reading and spelling as a key component
as did their confidence in reading.”
for success.
Removing Barriers to Literacy, Ofsted, January 2011
Engaging with parents can mean very different things
See page 18 to run this initiative in your school.
for every school and the skills needed by teachers are
likewise varied. Barriers for parents can be wide-ranging
and include negative attitudes or fear of being judged;
lack of confidence in English or in the use of phonics;
inappropriate expectations of a child’s development; and
work or time pressures. Some parents also need to be
convinced of the validity of a school’s approach to literacy.

6. Getting results in reading
Reading: Checklist for action
Is your school taking the right steps for success in reading?
Go through the suggestions below.
Getting started Building on success More support for you
Have you Conducting an audit will Schools should track Our online evaluation tool
reviewed identify gaps in provision. changes, new initiatives and for our Schools Network
Schools should assess a their outcomes so that they members (see page 14)
the school’s number of areas including can continue to develop their enables schools to assess
approach to staff involvement, family approaches further. where they are and what
reading for engagement, pupil-led they can do next. It includes
pleasure? initiatives and resources. Inclusion in the School examples of practice in
Improvement Plan will schools and clear goals for
ensure that analysis of further improvement across
findings is consistently put the board. There is also
into practice and embedded the opportunity to apply to
into structures. use the “Working with the
National Literacy Trust” logo.
How much Carrying out simple Schools should canvass pupil Take part in our annual
questionnaires to learn more opinions regularly to identify research on literacy, receive
do you
about pupils’ attitudes to changes to attitudes towards free data about your
know about reading and their reading and frequency of reading. pupils and compare results
your pupils’ habits can transform results Schools could also profile nationally. Find out more at
attitudes if findings are used to individual pupils, particularly www.literacytrust.org.uk/
to reading engage pupils. those who struggle with research
and reading their literacy.
Schools Network members
habits? (see page 14) can add
their own questions to our
annual research and receive
personalised reports. They
can also use our tools to
profile individual pupils and
receive tailored advice on
how to get them reading.
Is there Improving staff knowledge To enable pupils to become Our Young Readers
training of children’s literature fully independent readers, Programme (see page
will ensure pupils find and to maintain the interest 17) provides guidance on
and support
appropriate books or other of less confident readers, children’s literature, as well
to ensure reading materials that will staff should help them to as session plans to help staff
good staff hook them on reading and develop “choice strategies” recommend appropriate
knowledge encourage less confident to select appropriate and literature and support
of children’s readers to persevere. engaging reading materials their pupils to develop as
for themselves. independent readers.
literature?
Our Schools Network (see
page 14) provides you with
free competitions for your
pupils, with a focus on
popular authors and stars
from the world of sport.

7. 2011/12 Schools Guide to Literacy
Getting started Building on success More support for you
Does a The 2010 School Library Our research shows a Read the recommendations
school Commission report found clear link between reading of the School Library
that many school libraries attainment and school Commission report (led by
library sit are underutilised, despite library use. To have the the National Literacy Trust
at the heart the clear benefits of their biggest impact on literacy and the Museums, Libraries
of reading services to pupils. Schools in the school, the School and Archives Council) at
promotion in should use the report’s Library Commission www.literacytrust.org.uk
the school? ideas for making the most recommends that school
of their school library and/or libraries be fully integrated Join our Schools Network
reading resources. into curriculum delivery. (see page 14) to receive
resources for your library and
to share ideas for how to
make great use of it.
Have you Peer pressure and social You can further harness Get involved with our
addressed concepts have a dramatic “peer power” by using pupils Reading Champions initiative
impact on attitudes to with influence among their (see page 18) which has
peer
reading, especially among classmates to positively motivated over 10,000
influence on boys. Develop strategies impact on the rest of pupils to promote reading in
reading? to target non-readers by the school. their school.
making reading relevant to
their interests and lives. Reading Our training, developed with
Champions partner schools, shows you
Toolkit how to engage boys and
transform reading across
your school (see page 21).
Getting
oked
boys ho ing
on read
Do you have Family support for reading Families sometimes need Our new Family Literacy
a programme is crucial. By influencing extra help and face-to- Wheel is suitable for a
what happens outside of face support in order to wide range of parents and
to engage
school hours, schools can understand your school’s carers and can support
families in see rapid improvements in approach and to help their discussions at engagement
supporting reading levels. children with reading. events or at progress
their evenings (see page 13).
children’s By running workshops
for parents you can We provide training from our
reading?
dramatically increase the Young Readers Programme
time that is spent reading (see page 21) to show you
with children. how to deliver fun and
inspiring workshops for
parents, including those
who have low levels of
literacy themselves.

8. Developing writing skills
Developing writing skills
Test results show that writing lags behind
other literacy skills. In 2010 29% of children
did not achieve the required level in writing at
Key Stage 2 and there is a growing growing
gender gap with a difference of 15 percentage
points between boys and girls.
Transcription and the challenges of composition make
writing arguably the most difficult of literacy skills to teach
and learn. However, transforming children’s attitudes
towards writing and their perceptions of themselves as
successful writers leads to significant improvements in
skills and attainment.
In order to succeed as writers, children need to cultivate
a love of words and language. They need to build a bank
of stories, which they can draw on for ideas and language
patterns, and develop oral storytelling skills that help them
to internalise the language they need. Developing talk in
the classroom must therefore be a priority.
The Challenge Enjoyment and relevance
Writing SATs results for the last four years
80
79
70 75 75 75
% achieving the expected level
60 64
60 61 60
50
40
Enjoyment of writing tasks, positive attitudes to writing
30 and frequent participation in writing are as much
prerequisites for success in writing during primary and
20 secondary phases as they are in reading, and the two
10
disciplines are intrinsically linked. A number of Ofsted
reports have found that writing standards in schools are
2007 2008 2009 2010
adversely affected because pupils do not see the value of
Girls’ Results Boys’ Results many of the tasks they are given.

9. 2011/12 Schools Guide to Literacy
Success
Talk for Writing approach
transforms school
One school that has successfully used Pie Corbett’s Talk
for Writing is Trevithick Primary School in Camborne. Back
in 1999 the school’s standards in English were criticised
by Ofsted inspectors. More recently the school has been
rated as “outstanding”. Part of this success is down to
the consistent use of the Talk for Writing approach, which
has enabled the children to learn stories and internalise
language patterns to support their writing. This method
has raised standards and the school is now nationally
recognised for this work. Headteacher Sean Powers says,
“I’m really delighted. It’s taken a lot of hard work from our
staff and has been a huge achievement.”
See page 20 to use this approach in your school.
Ofsted finds most effective schools
use talk to support writing
“In the most effective schools visited,
Assessment of writing inspectors saw teachers thread
rich opportunities for speaking and
listening into lessons. In turn, this
led to improved standards in writing.
Practical and creative activities triggered
thoughtful discussions among pupils
that helped them to shape their ideas
and increase their vocabulary.”
The National Literacy Trust has recently reviewed research Removing Barriers to Literacy, Ofsted, January 2011
on the formative assessment of writing. We found that
assessment and feedback directly impact on the future See pages 20 and 21 for training on speaking and listening
teaching and learning of writing, but that this is an area for greater success across the curriculum.
which continues to be problematic for many schools.
Ofsted’s recent report into literacy also provided evidence
that marking and feedback without giving guidance is
demoralising and ineffectual. How best to encourage talk
and critical reflection is an area which teachers tell us they
find hard. During 2011 and 2012 the National Literacy
Trust will be working with partner schools and the UK’s
experts on assessment to develop assessment strategies
to improve the teaching of writing.

10. Developing writing skills
Writing: Checklist for action
Is your school effectively supporting writing?
Go through the suggestions below.
Getting started Building on success More support for you
Do you Writing is all about Cementing the transition We provide conferences (see
use oral communication of thoughts from talk activity to page 22) and training on
and ideas. It should be independent writing can Pie Corbett’s Talk for Writing
storytelling,
supported initially by be powerfully supported by method (see page 20) which
debate and stimulating pupils to develop using shared and guided has developed practical
discussion and extend ideas by talk. writing activities for the activities to support narrative
to support whole class or groups and non-fiction writing.
writing? of pupils.
Do you link Bridge the gap between the Look beyond the classroom Our Premier League Reading
writing to classroom and children’s to further improve pupil Stars football resource uses
real-life interests in order to increase attitudes to writing and the support of top football
engagement. increase the frequency of players to inspire boys, and
situations their writing. Try bringing a surprising number of girls,
and Use digital technologies to in local role models such and includes lots of writing
passions? provide a refreshing context as firemen or staging an challenges (see page 16).
for pupils who have struggled alien invasion to stimulate
with traditional methods. creativity. We provide free competitions
for your pupils which
involve popular authors
and sports stars.
Are you Frequent and confident Encourage pupils to read as Read the section on reading
readers internalise language writers by observing words, (see pages 4 to 7) to see how
doing
patterns which enable them phrases or techniques you can develop a reading
everything to become strong writers. they find powerful. Provide culture in your school.
you can to Once they catch the “reading space in writing journals or
support bug”, children will not only classroom displays for pupils Our Family Literacy Wheel
reading? read more but will become to note down what they find. (see page 15) provides
more confident writers. tips for parent and carers
to support all literacy
disciplines, including writing.

11. 2011/12 Schools Guide to Literacy
Supporting speaking
and listening
Many schools tell us they are increasingly The home environment
worried about the ability of their pupils to
How many words has a four-year-old child been
communicate. Speaking and listening skills exposed to?
are the building blocks of literacy but have
perhaps been neglected with the assumption 50 million heard by a child with
words professional parents
that most children will simply “pick them up”.
Schools have also struggled to assess these heard by a child
12 million
from a disadvantaged
skills. There is increasing recognition that words
background
both speaking and listening need active and
consistent support and that failing to focus on Subject teachers often report that achieving expected
the development of these skills will also affect grades is difficult because some pupils simply do not
have sufficiently developed language to comprehend
achievement in reading and writing and across meaning and apply their understanding. Children from
the curriculum. disadvantaged backgrounds are likely to have a lower
exposure to language and words which will influence
their literacy development. This impact will follow these
The Challenge children, ensuring they remain well behind their peers in
later years at school.
Confidence
A consistent approach in school and with parents and
carers is a necessary precursor to raising standards across
the curriculum.
Impact on employability
Confidence and proficiency in talking and listening are also
Children and young people put a high value on spoken crucial for employability.
communication, as do parents and teachers. Children
who debate and listen effectively are at the same time
learning and sharpening higher-order thinking skills such
as synthesis, analysis and evaluation.

12. Supporting speaking and listening
Support for teachers
The school’s curriculum itself is the key to encouraging
a high level of proficiency in spoken communication.
Ofsted’s report on literacy says that in the most successful
schools “literacy was often a strong focus for lessons in
subjects other than English and … debating, speaking
publicly, acting in plays and reading to an audience all
featured regularly within the curriculum”.
Teachers and teaching assistants can be introduced
to specific questioning techniques that extend pupils’
thinking. Schools can also support staff in effective Ofsted finds successful schools focus
one-to-one and whole class communication by
introducing the consistent use of evidence-based on speaking and listening
strategies and activities.
“A common feature of the most successful
schools… was the attention that they gave
Success to developing speaking and listening. The
Business volunteers help teachers recognised the paucity of language
disengaged teenagers to develop skills and impoverished vocabulary of many of
communication skills their pupils and adjusted their curricula to
ensure that they developed the speaking and
Our unique Words for Work initiative brings together listening skills that were needed.”
secondary school pupils and volunteers from
Removing Barriers to Literacy¸Ofsted, January 2011
the business community to explore the use of speaking
and listening skills in the workplace through a series of See page 21 for support in developing a speaking and
creative workshops. listening strategy in your school.
“Many of the students who were part of
the initiative have really blossomed around
the school and are demonstrating their
communication skills in and out of the
classroom. There is no doubt that the
project has had a positive impact on all
those involved.”
Vice Principal, Rosedale College, Hayes, Middlesex
“I’ve gained more confidence, I know now to
be more formal and sensible in some
situations and my communication skills have
improved. Going for a job interview now I would
know how to talk: I’d be who I am but talk
to some people differently. I would definitely
recommend it.”
Milad Hassan, Year 9 pupil, Rosedale College, Hayes, Middlesex
See page 19 to run this initiative in your school.

13. 2011/12 Schools Guide to Literacy
Speaking and Listening: Checklist for action
Are you taking the right steps to support speaking and listening?
Go through the suggestions below.
Getting started Building on success More support for you
Is Often younger pupils Common barriers to general Our Family Literacy Wheel
communication have not developed the literacy support in the (see page 15) is based
being supported communication skills they home include confidence, on evidence of barriers
need in order to learn to read inappropriate expectations to supporting literacy in
in the home? and write. Some families and time. the home, and provides
need help understanding the parents with accessible
importance of talking with Careful planning for regular activities they can use to
their children from birth and engagement with parents extend their children’s
ideas for supporting language and carers will ensure your speaking and listening
development at any age. school’s approaches are skills. Never have
any time?
Pop a book in your bag for a bus journey
Pop a book in your bag for a bus journey
supported in the home.
or the dentist.
or the dentist.
B
Ch th o
w
Leave notes on the fridge or in lunch boxes.
Leave notes on the fridge or in lunch boxes.
ild th
i
?
y r ld
ds
Play travel games like I-Spy, naming
Play travel games like I-Spy, naming
ab ading
Try erests
re er t
ad h i
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ten film characters or making up
ea
ten film characters or making up
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t.
stories in turns.
alre our c
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.
Tell stories in the language you feel
they’ve written - give lots of praise.
Ask your child to read a story or something
to help?
Not sure how
Are you Tactics like classroom layout, Ensuring that speaking and Schools Network
use of multimedia, and listening is a significant part members (see page 14)
developing
paired and group work can of the school improvement can access our online
communication all contribute to embedding strategy will ensure that speaking and listening
skills across speaking and listening skills it is embedded in school audit which assesses
the curriculum? across the curriculum. This structures, professional attitudes and practice
will ultimately enable pupils development opportunities across the school and
to read better and write and family engagement curriculum areas.
more effectively too. activities.
We provide training
on developing
communication skills (see
page 21) for secondary
teachers of all subjects
and we offer a strategy
workshop for key
secondary teachers (see
page 21).
Do you develop Children and young people Engaging with a range of Secondary schools
communication need to see communication external partners will help can work with local
skills for “real in action in real-life scenarios. your pupils to adapt their businesses to transform
Linking activities to interests vocabulary, tone and register the communication skills
life”? and using digital technology for different situations and of pupils with our Words
will increase motivation. audiences. for Work project (see page
19). We have found that
making the link between
their own communication
skills and the world
of work is incredibly
motivating for pupils.

14. Support for you
Support for you
NEW! Schools Network NEW! Leaders Network
The essential literacy network for teachers, school A network for individuals who offer literacy advice,
librarians and senior management. support and consultancy services to schools. From £90
members will be able to access support including:
For £75 per school per year up to five members of
staff can access support including:
literacy in the school literacy practice
To join, visit www.literacytrust.org.uk/leaders
on school stationery and signs (subject to criteria)
conferences
Website and newsletter
and Micro Librarian Systems (see online for details of
current discounts) Register with our website to receive a monthly
email newsletter and access web content tailored to
your personal interests, including competitions for
To join, visit www.literacytrust.org.uk/schools
your students.
Register free at www.literacytrust.org.uk/register
www.literacytrust.org.uk/schools 020 7820 6276 support@literacytrust.org.uk