With evidence-based approaches to the teaching of reading ever more prevalent in schools, and with reading for pleasure and high-quality phonics instruction a focus for Ofsted, DfE English Hubs and therefore schools, we would expect reading standards to be on the rise. In many ways, they are. If we consider the key stage 2 reading SATs outcomes of 2024, the percentage of children achieving the expected standard rose to 74%, up from 73% in 2023. We know that considering this measure alone as a barometer for success is flawed. Reading is a complex undertaking, and therefore requires a complex approach to its assessment, but nonetheless, around a quarter of 10 and 11 year olds have left primary school each year in recent years unable to demonstrate the stamina, fluency and written reading comprehension skills required of them.  

We have supported hundreds and hundreds of teachers through our successful Reading Fluency Project over the years with closing this very specific gap for their pupils - lack of comprehension of age-appropriate texts. In our most recent rounds of the project, I have been struck by just how many times I have had the same discussion with teachers. It goes something along the lines of: “My bottom 20% seems to be getting bigger and bigger each year and they seem to be further and further behind!” (Any non-educationalist mathematician will swiftly identify the lack of logic in that statement, but this term bottom 20% has become somewhat synonymous with ‘struggling readers’).  If we are getting better at understanding the science of how children learn to read, teaching the code with more efficacy, on a bed of authentic reading for pleasure culture, then why does this long tail stubbornly remain in year 6?  

I have a theory about this. One of the difficulties is that in some schools, children’s only form of reading instruction, perhaps since year 2 or year 3, has been whole class guided reading. In some cases, in real terms, this could mean that for the last four or five years in every reading lesson, for the most vulnerable learners, the text presented has been too hard. The very children who need the  most practice, as they are at risk of falling behind, are denied the ability to even participate meaningfully in the lesson.  

Let’s imagine Mia. Mia is in year 3 and when she was in year 1, she attained the expected standard in the phonics screening check. She achieved a score of 34. She could read the phonemes presented on a flashcard and blend them into words. She could read her decodable reading books but she read them slowly, often pausing to blend and did not progress through the bands as swiftly as her peers. She sounds dysfluent to listen to when attempting to read from an age-appropriate book but can read her well-matched reading book. Now Mia is in year 3, she participates in whole-class reading lessons as she doesn’t meet the threshold for requiring phonics intervention. However, when the teacher asks the whole class to read from the class novel or extract, Mia pretends. When she does attempt to read it, she crunches through the words slowly and has no headspace left for understanding. She thinks reading is hard and that she’s not good at it. She no longer reads regularly at home, because she perceives that reading isn’t for her - she prefers other pursuits. In lessons, Mia can sometimes answer the questions that the teacher poses, especially following discussion or help from her peers. Her vocabulary is pretty good as she enjoys listening to stories and engaging in chat and role-play with her peers. 

Fast-forward 3 years and Mia is now in year 6. She still doesn’t enjoy reading at home. She has developed a suite of masking strategies which she artfully employs in reading lessons. She can lift surface-level retrieval responses without understanding. She can hide under the radar, appearing to be reading whilst her mind is somewhere else entirely. She doesn't put her hand up. She still loves listening to stories and in class story time, will participate enthusiastically. Mia will form part of that 26% of children who do not meet the expected standard in the SATs. It’s obvious when we consider her story. She met the expected standard in the screening check in year 1 but found reading hard - she lacked the automaticity required to develop proficiency. She knew the code but without very regular practice, she was not able to apply that code without conscious effort. The books were getting harder and harder each year, and Mia’s fluency was not able to keep up. What she needed was practice and lots of it. Instead, she was denied the opportunity to read at all during the school day; the texts on offer were all inaccessible to her. She was stuck in a vicious cycle. Reading was hard - therefore she didn’t practise - therefore reading remained hard. It seemed to her that those around her who loved the whole class reading lessons were able to read the chosen text and got better and better at reading. She didn’t see a problem with the form of instruction, she thought the problem was her - ‘reading isn’t for me.’  

In my view, the problem isn’t with the whole class guided reading lesson, the problem is that in this case, it’s the only reading lesson. In Mia’s case, this lack of access to appropriate reading material to build her fluency and comprehension is exacerbated by the fact that she doesn’t read at home. As teachers, we can’t control this, so we need to ensure that we have systems in place which allow for enough reading to happen within the school day, so that those who aren’t reading at home aren’t further disadvantaged.  

What might the solution be to this long tail which we are seeing at the top end of our primary schools?  

Fluency pre-read 

Where the class reading lessons utilise a shared text which is pitched at age-relatedness, then those children who lack the automaticity to read it independently with comprehension can have a pre-read of the text prior to the lesson. There need be no pre-teaching of vocabulary, or preparation of questions and response, simply reading and re-reading the text over and over a few times will allow for a level-playing field once the lesson begins. Those children like Mia will be at an advantage, rather than a disadvantage. 

Independent reading

In addition to the whole class reading lessons, time can be sought within the school day for children to simply read their book. Success with this yields huge reward but is hard-won. All children need to have access to rich and high-quality texts which are correctly matched to their reading ability. There needs to be opportunity for authentic book chat and recommendations from the adults as well as the peers. A wealth of ideas can be sought on the OU’s Reading for Pleasure site. Once this will to read is well-developed, children choose to read at home of their own volition, thereby creating a virtuous circle. The more they do it, the better they get at it. 

Assisted reading

Tweaks within the taught reading lesson to enhance access are easy to implement. One of the most effective can be assisted reading. Instead of asking children to take turns to read aloud, or asking them to read the extract in their heads, reading the text aloud to the children with expert prosody, asking them to follow along with their eyes will develop their understanding and ability to read with prosody themselves. Children can then independently re-read the text, before discussion commences.  

Asking the right questions 

Most successful reading lessons will take the form of reading, thinking, discussion, questioning and response. Often, the key to enjoyment and understanding will be in asking the right sorts of questions. Inference is the outcome of good reading; we want to be able to visualise, empathise, connect and understand when we read, in order to derive joy from it. Provocations which lead to thinking and inferential understanding are the most important kind.  

The long tail of struggling readers at the upper end of primary school reflects the need for a more nuanced and tailored approach to reading instruction. Whole-class guided reading, while valuable, is not sufficient on its own for children who have not yet developed fluency or comprehension at the required level. To break the cycle, schools can provide opportunities for fluency-building practices, independent reading, and targeted support to ensure all children, including those who struggle, have access to appropriate texts and the practice they need to thrive. By embedding strategies such as pre-reading, assisted reading, and fostering authentic reading enjoyment, we can create an environment where every child, like Mia, has the chance to not only keep up with their peers but to develop a love for reading that lasts a lifetime. 

To join our renowned Reading Fluency Project and learn our evidence-based suite of strategies and resources which swiftly close attainment gaps in reading, then get in touch via reading.fluency@hfleducation.org. 

The summer term is upon us! Lighter evenings, hope of better weather and a diary full of teaching, sports days, residential trips and end of year celebrations! For Year 6, there's a mix of excitement about stepping into the unknown, coupled with some unease.  Throughout their primary journey, staff have prepared pupils for this transition and now it is in the final stages.

Whilst this blog focuses on the transition from primary to secondary, the planning principles for transition are adaptable for any age phase.  For those of you supporting transition in the early years consider exploring these blogs from the HFL Early Years Team:

• 5 Top tips for supporting smooth transitions in the Early Years | HFL Education
• Transitioning from reception: Year 1 readiness in science | HFL Education

Dr Dan Nicolls states: 

Thoughtful transition planning between primary and secondary schools can create a seamless shift, ensuring pupils and their families feel they are moving from one safe space to another. Continuity, security, and creating a sense of belonging in the new school community are crucial for long term success, especially for those with SEND. Establishing this early could support pupil attendance, reduce the risk of emotional school-based avoidance (ESBA), and potential suspensions and exclusion.

Let’s explore some top tips on how schools can strengthen their transition plans. 

Pupil voice

What if… I get lost? Get a detention? Forget my homework?

The purpose of listening to pupils is to personalise transition, share information with secondary staff and show pupils that everyday worries are normal during any change. Pupils should have opportunities to discuss their own concerns whilst also focusing on navigating unfamiliar school routines and systems.

Are the year 6 cohort given ample opportunity to ask questions about secondary school?

An ideal opportunity is when secondary staff visit their feeder primary schools. One effective approach I have used was giving pupils time to discuss, reflect and record questions with a primary staff member.  In one such session, I was surprised when a group of pupils identified with social, emotional and mental health needs (SEMH), shared initial unease centred around showering after PE and putting on a tie.  Not one mention of behaviour policies, homework or getting lost! The discussion uncovered concerns that were emailed to secondary staff who addressed them during their visit-many pupils commented on how approachable and responsive the secondary staff were.

Primary staff may wish to reflect on who will act as mediator and how they will share this with secondary colleagues.

Secondary schools may consider curating the information into a frequently asked question document to share with families.

Some useful tools to strengthen pupil voice work include: 

• Helen Sanderson Associates: Consider the good day/bad day, perfect week documents.  These person-centred tools provide information on what is working, pupil interests and can strengthen staff knowledge of pupils with SEND.
• Children’s Commissioner: A free activity pack focusing on pupil voice with worksheets and activities.
• Dr Pooky Knightsmith: A particularly useful tool to manage concerns is the If….Then…Planning tool.
• Black Sheep Press: Talking about Secondary School can be used as a visual scaffold to initiate and strengthen discussion as part of pupil voice, particularly for those with speech, language and communication needs (SLCN).
• Autism Education Trust: have provided some great templates which identify a concern and provide a free text to add in how this can be solved.
• Blob School book: a great visual to facilitate and stimulate discussions about a range of situations, such as the playground or classroom.  Could be used with a class, group or individual. 

Developing healthy networks

Some pupils with SEND face challenges in forming and maintaining healthy relationships.  Familiarity can support in establishing new friendships, but just because pupils have attended the same primary school does not automatically mean they have a positive relationship.

• How and when are primary schools sharing information about peer group support and friendships?
• How do secondary schools use this information from primary colleagues to group pupils?
• What support do both primary and secondary staff offer to pupils who are transitioning without a familiar peer? This could add an additional layer of vulnerability, particularly for pupils with SEND.

Moving from a small number of teachers in primary, to working with a larger number of adults in secondary school is a significant change. Pupils with SEND may benefit from having one key staff member who is responsible for taking an overview of how the pupil is settling in; this can be done through regular check-ins. Who will this be? A form tutor? Head of year? A specific teacher? They will build the foundations of a support system, provide feedback to the SENCO and as such may need to be involved in transition.

When working with a pupil with autism spectrum disorder (ASD), the previous setting told me they loved playing card games. I factored this in when visiting helping to quickly establish a positive relationship and included this when introducing new staff as part of enhanced transition.  I created a photo book of key staff, including an image of us playing cards, which parents reported helped during periods of uncertainty during the summer holidays.  Primary staff may want to use personalised photographs when discussing staff during transition discussions.  I worked with one student who loved it when I asked questions about secondary staff, referring to them by name, with parents informing me it took away the unfamiliar. Another way to create connections for pupils requiring an enhanced transition, is to send an email or postcard over the summer.

For pupils with SEND it is important for secondary schools to establish positive connections with parents early on.  When pupils and parents need a more bespoke transition, primary staff may wish to consider inviting the secondary school to specific meetings.  Hosting at the primary school, where parents are familiar, can reduce unease and demonstrate a collaborative approach to transition.

Secondary schools should consider how communication processes are shared during transition plans.

• Who do parents communicate with and why? For parents who have a child with SEND is it directly with the SENCO?
• Is contact via email, telephone or in person? How long can parents expect before teaching staff respond to parent communication?
• When are formal meetings held each year to review provision/needs? Set expectations early on and be transparent.

Remember parents, whose children have SEND, will have experienced different journeys, and may require different levels of transition themselves.  The Hertfordshire SEND Toolkit has some great practical tips to support communication with parents and there is a whole section on supporting transition.

Familiarisation with the school environment 

Exploring the environment enhances familiarity and one successful approach I have used involved pupils, in teams, completing a treasure hunt.  Staff photographs were displayed in subject areas and pupil voice questions located the next clue.  For instance, “where can you get a plaster?” (A helpful detail when year 7 pupils are breaking in new shoes!)

Many pupils with SEND benefit from visual scaffolding to embed learning and transition is no exception. Providing maps of buildings can be particularly helpful.  Secondary schools could consider colour-coding by subjects or faculties for clearer visual support.  One school used the colour of the subject exercise books! Sharing photographs of key areas, with pupils in them during a visit can aid familiarity, and scaffold primary staff discussion. One primary school I know well used this to practice mapping out movement from one lesson to another.

Secondary schools may need to consider if pupils with SEND will access additional support outside of the classroom.  During transition activities consider

• Do they know where, when and how to access the support?
• If they need to leave a lesson, do they know the processes to achieve this? Do all staff know that this will be happening? 
• How will this be factored into transition planning?

Continuity of provision 

A proactive and anticipatory approach to provision can enhance transition and pupils settling into their new school.

Primary staff should think about how this can be shared with secondary settings. Do written records:

• Reflect the current level of need?
• Include information on strategies and reasonable adjustments used to support high quality teaching?
• Reflect additional support outside of the classroom, including break and lunch times?

Clear, specific, up to date documentation is particularly important to secondary schools as they often have a number of feeder primary schools.

The transition safety net, within the Hertfordshire SEND Toolkit, is a great visual to support reflections.

Good quality information handed on by primary staff should assist secondary practitioners to quickly apply effective teaching strategies at a universal level, during high quality teaching, and, when required, at a more targeted level.  The secondary SENCO should consider:

• How will this information be shared with all teachers to ensure suitable support from the start of the year?
• Do all staff have the skills and confidence to provide this support?

Reflections for the next year?Top of Form

As part of the transition process, it is important to review what worked well and consider this in planning for the following year. Towards the end of September, strategic schools should consider: 

By reflecting on transition as a series of interactions that engender a sense of belonging and security, we will support all pupils, particularly those with SEND, to face the exciting challenges that secondary school presents. So, as you embrace the summer term consider the steps you will implement to enhance transition for the next academic year and beyond.

For further blogs on curriculum continuity during transition consider exploring the following blogs from our HFL colleagues:

• Preparing transition to secondary school…considerations for language learning
• Supporting lower attaining pupils in KS3 maths to become fluent and flexible calculators

References:

• Nicholls, Dan (December 3rd, 2023) Be Braver | heroes needed | Dan Nicholls (dannicholls1.com)
• Seigal, Daniel J. (2014) Brainstorm-the power and purpose of the teenage brain 

With SATs just around the corner, Year 6 children are diligently working to fill knowledge gaps in maths, SPAG, and reading. But how can you ensure they also reach their potential in writing? Here are five practical tips with effective longer-term strategies to enhance Year 6 writing during this busy period.

1. Keep the writing going!

Keep writing every day during the build-up to SATs and afterwards, to ensure you have sufficient evidence to meet all the ‘pupil can’ statements in the Teacher Assessment Framework (TAF). It is worth noting that writing is a headline school accountability measure, whereas the SPAG test is not. Grammar can be taught through writing. Focus on one grammar skill in each writing lesson, such as using word classes for effect or experimenting with different clause structures in sentences.

It is worth remembering that a range of writing is required:

This can be seen in the teacher assessment exemplification materials, where Morgan uses the polite recommendation in the letter of thanks, the passive voice in the graffiti argument and technical vocabulary in the science piece.

With limited time, avoid writing projects that require children to absorb a lot of new information. Instead, focus on projects where they can quickly generate ideas. For example, when writing to inform or persuade, encourage children to write about personal interests and topics they already know well.

An effective genre is ‘faction’, where children write to inform the reader about a mythical creature or place they've created. To avoid ‘middle of the road’ writing, choose an audience and purpose that requires a formal register,  to sound like ‘experts’. This encourages ambitious sentence structures, passive voice, modal language, and carefully selected vocabulary. Provide high-quality model texts (e.g., Holly Black’s Arthur Spiderwick’s Field Guide or Britannica’s All New Children’s Encyclopedia) and discuss how writers open sentences and choose words carefully. This will also encourage writing at the greater depth standard as children could demonstrate they are able to ‘draw independently on what they have read as models for their own writing’ and ‘exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this’.

2. Independence and choice

If your class's writing sounds similar, it's time to offer more choice. For example, children could write from the perspective of a character they have chosen themselves. Not only will this motivate your children to write, but it will also ensure their writing is independent and can be used as evidence. Independent writing doesn't have to be a ’cold’ write:

To help children write, success criteria can be established with the children through exploration of model texts but shouldn't be overly directive. Furthermore, the guidance points out that when a specific aspect of writing has been supported through modelling or success criteria, a piece can still be used as evidence that a child has independently met other ‘pupil can’ statements that were not explicitly scaffolded.   

3. Mind the Gap

Consider the range of evidence you currently have: does it cover all the statements in the TAF, or are there gaps? One statement often lacking evidence is:

‘integrate dialogue in narratives to convey character and advance the action’ (TAF)

Dialogue is an exchange of speech between characters, not quotes in a newspaper article. Correct use of speech punctuation is essential. Use a comma after the reporting clause and end punctuation within inverted commas:

He asked, “Your journey here was uneventful, I trust?”

“Yes, Uncle,” I said.

Evidence is also needed to show how dialogue ‘conveys character and advances the action’ (TAF). This involves the ‘show don’t tell’ technique: instead of telling the reader what's happening, show them through actions, sensory details, and dialogue.

If you feel you have insufficient evidence of dialogue, a rich writing project could involve creating a simple short story where characters move through a setting and have an encounter involving dialogue. This would also provide evidence for:

‘in narratives describe settings, characters, and atmosphere’ (TAF)

Find inspiring examples of short stories with vivid settings and powerful dialogue, such as Uncle Montague’s Tales of Terror by Chris Priestley, Short! by Kevin Crossley-Holland, or Shakespeare Stories by Leon Garfield.

The scene from Edward Scissorhands when Peg encounters Edward in the attic is an example of video providing an engaging writing stimulus: description of the setting and characters could be added to the dialogue in the film.

Explore how these writers use dialogue to reveal characters' thoughts, feelings and personalities. Discuss how they weave in detail to describe settings and characters, creating specific atmospheres. (This reading and discussion will of course also develop pupils’ reading comprehension and so provide useful practice for KS2 reading expectations.) For example, in Macbeth from Shakespeare Stories, dialogue reveals things about the characters: 

Collect phrases that describe character reactions, such as ‘’her eyes blazed’ or ‘he bowed his head,’ to integrate into and inspire their own dialogue.

To ensure the writing is independent, give children time to create characters and generate ideas for how they might speak and behave through drama activities like improvisations, speaking statues, and freeze frames. Demonstrate how to shorten dialogue and use it sparingly to advance the action.

To develop setting descriptions, use model texts as inspiration, such as this excerpt from Uncle Montague’s Tales of Terror:

Create soundscapes in class, featuring elements like whispering trees or the watching moon to help generate ideas for figurative language and sensory descriptions.

To add to the element of choice in their writing, help children open their stories in different ways. For example, look at how writers begin stories with dialogue or an atmospheric setting description, and let your children choose how to start.

4. Transform your classroom into a publishing house!

Motivate your children to edit their writing to the highest standard by becoming a publishing house: publish their work, whether through a final draft or reading aloud to their preferred audience. The national curriculum emphasises the importance of editing and proofreading, so allocate ample time to teach and support this process. Share how professional writers like S.F. Said take time to edit then proofread their work, as can be seen here.

In addition to working on new writing, children could revisit work completed earlier in the year and edit it. They often enjoy this, and it helps to expand your bank of evidence.

It may be that you are redoubling your focus on your ‘cuspy’ children: those just below expected standard (EXS) and greater depth standard (GDS). Address gaps in their writing through guided group work or 1:1 feedback, so that they can apply what they have learnt independently in their writing.

Using the TAF as a guide, start by sorting your children’s books into groups based on their main writing needs, such as:

• using a variety of sentence structures: Help children practise writing a range of sentences to fit the purpose and audience, whether formal or informal. Consider using passive voice, modal verbs, and subordinate clauses.
• improving cohesion: Support children in linking ideas clearly and avoiding repetition so the writing flows smoothly. Check children are using a range of conjunctions and fronted adverbials effectively and are not over-reliant on the same cohesive devices.
• selecting appropriate vocabulary: Provide guidance on choosing words that best fit the audience and purpose of the writing.

Remember the basics: children must demarcate sentences ‘mostly correctly’. For further guidance, see the HFL moderation team’s blog: Messages arising from the 2024 KS2 writing moderation cycle and Getting it Write.

To guide children while maintaining their independence, you can indicate the broader section in their work which would benefit from improvement or correction but avoid being overly specific. They need to demonstrate their ability to edit and improve their work.

Having grouped your books, in the following lesson, model how to edit a piece of writing to address common issues you have noticed. Demonstrate how reading your writing aloud can help identify areas for improvement. Teach children to be each other’s ‘editors in chief’ and give feedback using prompts such as:

• "What is your 'special moment' in this piece of writing? Which bit do you want to 'zoom in' or linger on? Can you describe it to me? Go and add that!"
• "Which bit could you take out to make it clearer or to move the story on?"

While the class are editing, provide feedback tailored to each group.

To help children make additions or rewrite sections, provide editing flaps where they can rewrite sentences on strips of paper and stick only the end onto the margin, allowing you to flip the strip up and see the original underneath.

Having edited the compositional aspects of their writing, you can now move on to proofreading. To keep this stage engaging, ‘gamify’ the process: who can make the most effective and impactful corrections or improvements? Be specific about what you want them to look for as a class and use mini-plenaries to focus on different elements in turn, such as word choices, verb consistency, punctuation, and spelling. For example, you might demonstrate how to split run-on sentences into separate sentences, or join them with a conjunction or semicolon (avoiding the comma splice), depending on the effect you want to create:

1. The wind howled outside, the lights flickered ominously.

   To join these two clauses, this could be:

2. The wind howled outside while the lights flickered ominously.

   Or:

3. The wind howled outside; the lights flickered ominously.

This can be discussed, and children can then hunt in pairs for examples in their own writing to fix. Another common area of confusion you may need to revisit is the correct use of the apostrophe. Training your class to use editing stations (with thanks to Emma Stanley for these resources) can help to create a buzz about editing and proofreading.

What would really help is for children to edit as they write by incorporating regular mini-breaks. Pause the class and have pupils read their sentences to a partner, making necessary changes to spelling, punctuation, or composition. Each break can focus on a specific aspect. This practice helps children develop self-awareness in their writing, making it less daunting than editing an entire piece later. Live feedback in the classroom addresses misconceptions immediately and can have a ‘ripple effect’ where other children overhear and then check their own writing.

If you need evidence for the handwriting statement, ‘maintain legibility in joined handwriting when writing at speed’, allow time for children to copy their final draft after editing and proofreading. This could be the entire piece or just their ‘best bit.’

5. Check the spelling!

Evidence is needed for correct spelling of words from the Year 3/4 and Year 5/6 lists. Spellings can be evidenced through dictations, but Year 3/4 spellings are often problematic as they are used frequently in children’s writing. Again, points could mean prizes! Here are some strategies to address common spelling issues when proofreading or modelling writing:

• For unstressed vowel sounds (e.g., different, interest, family, remember), model how to count the syllables and use a ‘spelling voice’ to emphasise the harder-to-hear syllable (like Wed-nes-day). Have children hunt for this kind of word in their writing and check them.
• For adding suffixes, teach the ‘swap, double, or drop’ rules. Get children hunting for -ed, -es, or -ing suffixes in their writing and check the spelling with their partner:
• Swap the y for an i (family > families; reply > replied)
• Double the consonant to keep the vowel sound short (stop > stopped; run > running)
• Drop the e when adding -ing (make > making)

For common homophone errors, correct a short piece of writing together which contains examples (e.g. there/they’re/their), then have children hunt with partners for specific examples in their own writing. Some children may need personal reminders to check the spelling of certain high frequency words they often get wrong.

ACE spelling dictionaries are effective scaffolds for spelling. Teach your class how to use them and encourage regular use, along with thesauruses.

Final thoughts and best wishes

By keeping the writing going, ensuring there is always an element of choice, and maintaining rigorous editing, you can help your Year 6 children fulfil their potential in writing.

Best wishes for SATs. I hope this information helps you get the best out of your young writers during this busy time. Below are useful links for further guidance.

Getting it Write: Secure Teacher Assessment of Key Stage 2 Writing

Year 6 checklist for writing teacher assessments

Year 6 writing at greater depth (GDS): quick wins, guidance and helpful materials

A very particular weakness

Looking back to look forward: reflections from the 22/23 moderation cycle

Declaration of independence

GDS and writing in year 6: keeping things focused now time is short

The long and the short of GDS in Year 6 writing

'Write away!' and other lessons derived from the 2018 KS2 Writing Moderations

The case for flexible leadership: a guide for governors

Recruiting a headteacher is one of the most critical decisions school governors make. The HFL Leadership Recruitment Service supports governors and trustees through this daunting process. Amid challenges like school funding pressures, recruitment and retention issues, and the need to improve outcomes for young people with diverse needs, flexible leadership options—such as dual headship, federations, and co-headship—offer valuable solutions.

Hertfordshire County Council (HCC) also supports this approach:

Hertfordshire’s schools are leading the way in developing innovative structures and solutions. This blog highlights the benefits of flexible leadership models, shares examples of best practice, and provides advice for governors seeking to implement a new approach.

The benefits of flexible leadership models

1. Sustainability in small schools 
   Flexible leadership arrangements are particularly effective for small schools struggling to remain sustainable. Sharing leadership across multiple schools, such as through a federation, allows schools to retain their individual identities while benefiting from shared resources and expertise.

   Sarah Bridgman, headteacher at Ponsbourne St Mary’s and Thundridge Primary Schools, leads two small schools in collaboration. By pooling resources for joint staff training, sports events, and trips, the schools enhance educational opportunities while remaining financially viable. Trust between governors and the leadership team is key to this successful collaboration.

2. Transformational impact on schools 
   Clare Barber, principal at West Grantham Secondary Academy, has overseen a dramatic turnaround at her school, which has a high percentage of disadvantaged and SEND pupils. Following its journey from an ‘Inadequate’ Ofsted rating to ‘Good with Outstanding features,’ Clare now divides her time between her own school and outreach work, supporting improvement initiatives in other schools. Flexible working models, such as a flexible working week and longer lesson periods help to improve teacher well-being, outcomes, and attendance.

3. Recruiting and retaining talent 
   Flexible leadership options can attract experienced leaders who might not apply for traditional full-time roles. Sarah initially sought a part-time headship to balance her career and family life. Governors at her first school later explored partnership opportunities, creating a structure that allowed her to lead both settings.

   Part-time leadership can work, but governors need to be clear around the details. Mark Lewis, CEO of HART Schools Trust, explains that if leaders are not present every day, there must be a visible figurehead on the ground. Leaders who work across multiple settings bring a broader range of experience, benefiting all staff and children.

   Clare’s implementation of flexible working options for her staff has enhanced recruitment and retention, with teachers appreciating the improved work-life balance. Governors should recognise that such models can make their schools more appealing in a competitive recruitment market.

    

Best practice for governors

1. Consider flexible leadership arrangements 
   When recruiting a school leader, governors should consider how flexible leadership arrangements align with the school’s needs and long-term goals. Mark advises governors to be explicit in their adverts about openness to different structures, including partnerships with other schools or trusts, or offering executive leadership support.
2. Establish collaborations and federations 
   Collaborative leadership models, such as federations, enable schools to share resources and leadership while maintaining their distinct identities. Sharing staff can be beneficial for small schools, helping to address financial challenges. Governors may explore potential partnerships with nearby schools, weighing the benefits of joint leadership against logistical considerations.
3. Support dual or shared headship 
   Ensure leaders are supported in managing their workload across multiple settings. This might include appointing senior leaders with class responsibilities in each school to handle day-to-day issues. Technology, such as virtual meetings, can save time and improve communication. Governors at St. Bartholomew’s School in Wigginton have embraced an innovative co-headship model, combining the strengths and experiences of two dedicated educators with diverse backgrounds. Victoria, an EYFS specialist, and Kelly, focused on KS2 and SEN, bring complementary skills to the table.

4. Invest in leadership development 
   Strong, adaptive leaders are key to the success of flexible models. Professional coaching and development opportunities, such as the National Professional Qualification for Executive Leadership (NPQEL), can help headteachers build the skills needed to manage complex, multi-school arrangements.

   Part-time leadership can work well, provided there is clarity around what happens in the leader’s absence. For example, a headteacher working four days per week with an experienced deputy stepping up for the fifth day provides structured development opportunities for the deputy.

5. Prioritise equity and staff wellbeing 
   Clare’s flexible working week allows teachers to consolidate their planning into one day, which can be taken at home. These changes reduce stress, improve work-life balance, and lead to greater job satisfaction, enhancing recruitment and retention.

   Kelly at St. Bartholomew’s emphasises the importance of work-life balance. By sharing headship responsibilities, they can maintain their roles while managing personal commitments, enhancing job satisfaction and setting a positive example for staff.

   Mary Exton Primary School in Hitchin also implements a successful co-headship, with each headteacher working a three-day week. Clear communication and defined responsibilities are central to the arrangement’s success.

6. Communicate with parents and stakeholders 
   Transparent communication is essential for building trust and ensuring buy-in from parents and staff. Flexible leadership models can preserve the unique identity of each school while enhancing stability and opportunities for pupils. Sharing examples of successful collaborations and improved outcomes can reassure stakeholders.

A forward-thinking approach to leadership

Flexible leadership models provide the best of both worlds for schools. They enable small schools to retain their close-knit ethos while benefiting from collaboration. Leaders gain opportunities to broaden their expertise and share best practice, while governors ensure their school remains sustainable and successful in a changing educational landscape.

Flexible leadership isn’t just a solution to existing challenges—it is a pathway to building stronger, more resilient schools.

As KS2 SATs week approaches, Year 6 teachers are gearing up to ensure their pupils are well-prepared and confident. Here are some quick wins, revision tips, and strategies to boost pupil confidence in the arithmetic test.

Paper 1 (arithmetic) will comprise constructed response questions, presented as context-free calculations. The majority of the arithmetic calculations will be worth one mark. However, two marks will be available for those involving long multiplication and long division.

While we can’t know for certain that particular question types will come up on the 2025 arithmetic paper, we do know that it will be entirely focused on number, ratio and algebra (see table below) and we can look for patterns in past papers to explore what is likely to come up.

Boost confidence: Explore the Key Stage 2 Arithmetic Paper Question Summary with pupils and ask them, ‘What do you notice?’

What might pupils notice in the decimals strand?

Looking at past test paper questions, it seems likely that there will be a decimal addition and a decimal subtraction on the paper (perhaps two). Numbers vary in decimal places and often involve subtracting a decimal number from a whole number.

Revision tip: Don’t fall into the place value trap!

Why not provide pupils with an arithmetic paper with a mixture of correct and incorrect answers to ‘mark’? Common errors (such as the above) can be included and discussed, providing opportunity to rehearse spotting errors and making corrections.

Revision tip: Choose your method wisely

When subtracting a decimal number from an integer, there are several methods to choose from. The success of each will depend on pupils’ known facts, confidence with number bonds and understanding of regrouping or exchanging.

Method 1: finding the difference

Method 2: column method with exchanging

Note: Remind pupils to be mindful of the place value trap when using this one!

Method 3: flexible regrouping to subtract from a part

Revision tip: Look for the easiest route

Another pattern through the past papers can be found in calculating percentages. Previously, there have been 2, 3 or 4 questions per paper with percentages close to key benchmarks, e.g.,

• 99% of 600
• 95% of 180
• 51% of 900
• 99% of 200
• 45% of 460

This is another example of where method choice is key, both for efficiency and potentially, accuracy.

Method 1: adding parts

Method 2: subtracting a part from the whole

The ‘known facts’ column is a valuable one to draw pupil attention to.

In each paper between 2017 and 2024, there have been 7 or 8 questions that draw directly on pupil knowledge of multiplication facts to 12x12. That’s between 17.5% and 20% of the total marks for the paper!

Revision tip: Look for ‘base facts’

Examples from 2024 include:

• 23 x 6 (using 2 x 6 x 10 and 3 x 6)
• 6,600 ÷ 6 (using 66 ÷ 6 x 100)
• 640 ÷ 8 (using 64 ÷ 8 x 10)
• ? = 630 ÷ 7 (using 63 ÷ 7 x 10)

Revision tip: Keep rehearsing times tables

Arguably, 80% of the 2024 arithmetic paper involved using multiplication and division facts so they are well worth practising!

For teaching and rehearsal strategies:

• Making times tables stick: how to use a practice scaffold for learning multiplication facts (includes a free, downloadable practice mat)
• The Concrete, Pictorial Abstract (CPA) approach for teaching and mastering times tables

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Choosing what to revise in the weeks running up to the arithmetic test

• Use QLA: Utilise Question Level Analysis (QLA) of practice papers to identify areas where pupils need improvement. Focus on topics that have historically been challenging.
• Ask Pupils: Involve pupils in the revision process by asking them which areas they feel less confident about. Tailor your revision sessions to address these concerns. The Key Stage 2 Arithmetic Paper Question Summary could provide a stimulus for this discussion.
• Choose high-value topics and skills:
  • Calculations (Four Operations): Mastery of addition, subtraction, multiplication, and division is crucial. These operations form the foundation of many arithmetic questions and are frequently tested
  • Fractions, Decimals, and Percentages (FDP): Understanding how to convert between fractions, decimals, and percentages, as well as performing calculations involving these, is essential. This area often carries a significant weight in the arithmetic paper. For tips on how to develop understanding, take a look at this blog: Simplifying fractions, decimals and percentages using a beadstring
  • Number and Place Value: A strong grasp of place value, including reading, writing, ordering, and comparing numbers, is fundamental. This skill supports many other areas of arithmetic and helps in solving more complex problems.

Focusing on these areas will provide a solid foundation for tackling the arithmetic paper effectively.

For ideas and strategies to revise to boost confidence in the reasoning papers:

• The power of the bar model part 1: Year 6 SATs 2024 reasoning paper 2 – questions and answers
• The power of the bar model part 2: Year 6 SATs 2024 reasoning paper 3 – questions and answers
• How to use the KS2 reasoning SATs papers to teach children problem-solving skills

Reading this back, we feel an immense sense of pride and astonishment at how far the Reading Fluency Project has come since Penny’s blog in 2017. What began as a small-scale initiative in a handful of schools has flourished into a transformative, research-backed movement. We continue to collaborate closely with schools across Hertfordshire and beyond and are deeply grateful for the opportunity to learn from pupils, teachers, and leaders on a national scale.

Since those early findings, the Reading Fluency Project has evolved into a well-established and highly influential programme spanning KS1, KS2, KS3 and KS4. Our reach has expanded significantly, and our approach has been refined through years of experience and rigorous evaluation.

One of our most recent milestones has been the successful pilot of the Year 1 Reading Fluency Project, ensuring that children develop strong reading foundations even earlier. Another key development is our ongoing collaboration with the Education Endowment Foundation. The EEF’s national efficacy trial of the KS2 Reading Fluency Project has been an exciting moment for the team, reinforcing the impact and credibility of the project’s approaches. We can’t wait to share more with you when the results become available at the trial’s end. 

The impact continues to be profound. Across key stage 1, pupils have made an average of 17 months' progress in reading comprehension age, with 76% of pupils making more than six months' progress. Key stage 2 pupils have seen remarkable gains, averaging 2 years and 3 months' progress in reading comprehension, alongside an increase in reading accuracy of 13 months. Key stage 3 participants have achieved an average of 18 months' progress, and at key stage 4, the impact has been even more pronounced, with students making an astonishing 2 years and 8 months' progress in reading comprehension age.

While much has evolved, our fundamental principles remain solid: our project is designed to develop fluency and comprehension for struggling readers. We continue to witness great impact as children not only develop fluency but also cultivate a love of reading. Reading for pleasure has always been at the heart of our work, and we now amplify children's voices within the project, capturing their insights and experiences before and after participation. High-quality, high-challenge texts continue to be a cornerstone of our methodology, and professional development for teachers remains at the core of our success. Schools consistently highlight the immense value of this CPD, with many choosing to embed the Reading Fluency Project year after year.

Reflecting on our journey, we are inspired and invigorated by the progress the Reading Fluency Project continues to make. We are proud that teachers and leaders continue to choose the Reading Fluency Project as a catalyst for change in reading education. Let’s take a look at where it began eight years ago:

Early findings from the KS2 reading fluency project

Originally published: 11 October 2017

Last week, HFL officially launched the first round of the KS2 Reading Fluency Project, involving 20 Herts schools. Based on our work carried out in a number of schools throughout 2016/17, we have good reason to believe that this project will go a long way towards supporting many of their year 6 pupils, who are currently at risk of falling behind, to reach the Expected Standard in the 2018 reading test.

Armed now with a great amount of qualitative data, and a growing database of quantitative data, we are in a position to share some of our early findings from this work.

The project began on a very small scale, in one school, where the English subject leader was keen to ensure that those pupils who entered KS2 at a 2b/2c reached the EXS by the end of year 6. At the time when I was working with the school, they were concerned that many of these pupils, who were then in year 5 and year 6, would not do so. Observations of a sample of these pupils reading a well-pitched ARE text, indicated that they were far from fluent: their reading sounded choppy; robotic and monotonous. In addition, they had a disregard for punctuation, and they lacked the ability to monitor comprehension as they read (indicated by the fact that they often mis-read words, or at times completely missed out words – or whole lines of text – without realising and self-correcting). Their reading comprehension was poor (as judged by their inability to attempt many of the oral comprehension questions asked after reading the text). The school sought a swift and effective teaching strategy that would – as the lowest indicator of success – support these children to quickly gain ground in advance of the impending test, but would – at best – turn these switched-off readers onto the joys of this particular pastime.

We decided upon a strategy that we initially named ‘modelled fluent reading’ sessions, but now, as the project launches into full swing, this has evolved into a more sophisticated model. The current project supports teachers to embed the following strategies into regular reading sessions of engaging, well-pitched ARE texts: modelled fluent reading; text marking; echo reading; opportunities for repeated re-readings and performance. The schools are asked to work with six children over an 8-week period, offering a double-dose of guided reading: session 1 to focus on modelled fluent reading practice and echo reading, and session 2 to focus on comprehension development. Following trials over the summer term in a number of different schools, led by HFL advisors Sabrina Wright and Kathy Roe, we can now present our early findings:

It works (for most children)

Of the 29 children who took part in the summer trials, 23 children made gains in comprehension of between 4 months and 5 years. Out of the number of pupils who made 4 months-plus progress in reading comprehension over the 8-week period, 16 children made over one year’s progress (10 pupils in that group made over 2 years’ progress!).

Data was gained using the YARC reading comprehension test.

It did not work for a small number of children:

Our trials helped us to refine our understanding of whom this project really helped. Six children did not make more than 8 weeks progress in their comprehension following the project. Much of our discussion following these trials has focused on what it was about these particular children that meant that they did not benefit from the project. As is often the case, each child prompted a different theory, but factors we have considered are as follows:

• Dislike of the project method – one child was particularly shy and disliked the reading aloud element of the project
• Pupil selection – in some cases, pupils’ fluency didn’t seem to be the barrier to learning and those pupils therefore didn’t make as much progress with their comprehension. We refined pupil selection criteria as a result.

All of these considerations have enabled us to better support schools in selecting pupils who are most likely to make gains as a result of the methods used in the project.

More than simply reading aloud

Repeatedly, we discovered that simply reading aloud to the children (despite doing so in a perfectly fluent and engaging fashion) did not support their comprehension development as much as we had anticipated. Because we found this aspect of our study so interesting, we explored it repeatedly during our trials. Through doing so, we reaffirmed our observation that echo reading (where a child has the opportunity to hear the words on the page spoken by their own voice following modelling by an ‘expert’ reader) allowed for better comprehension, compared to when the text was simply read aloud to the children. We have not yet gained quantitative data to support this finding (partly because the YARC test does not allow for this analysis) but we witnessed it time and time again during our observations and trial sessions.

Watch your speed

Most teachers lament the fact that many of their children simply do not read quickly enough to get through the reading paper in time to have a hope of reaching the expected standard. I have long wondered whether this is the case, or whether the problem is that they read it too quickly, and too passively, merely hoping that by passing their eyes over the words, the meaning hidden within them will leap into their panicked brains. If they do this, then they will probably end up having to read the text over and over again during the test simply because it did not go in the first time. It might be more time-efficient, to read it a bit slower, but ‘better’.

Our small-scale studies showed that out of the 23 children who made gains in comprehension, seven children actually reduced their reading rate – their reading got slower! Eight of the pupils increased their reading rate (although all marginally) and the remaining eight recorded the same reading rate as their pre-intervention score.

Our study also revealed that prior to the project, the selected pupils rarely self-corrected as they read, demonstrating a lack of understanding. One child replaced the word monk with monkey and continued, unaware. The same child read again from a ‘cold’ piece at the end of the 8-week project and re-read sentences and words for sense as she went along, demonstrating that she was ‘taking in’ the text. This may have slowed her pace, but it aided her comprehension and retrieval.

It is important to get the simple things right

When summing up our work to teachers and other colleagues, we have been struck by how the techniques we propose could be neatly summed up in a few minutes – or a few sentences, as above. However, as we state on our whole day project launch, it takes time, effort and skill to get the simple things right. In order to effectively model fluent reading, teachers have to be acutely aware of what fluency is, and what it sounds like when reading an age-related text. Prosody being perhaps the most challenging aspect of fluency, we support teachers to apply their own prosodic knowledge to the analysis of a challenging text that would test even an expert reader’s prowess. This proves to be a real eye-opener for many teachers and helps them realise what a door-opener prosodic knowledge is to reading comprehension. 

Teachers also need to gain confidence in knowing what a good text choice looks like if it is both going to inspire a reluctant reader to read, and prepare them for success in the KS2 test. Finally, teachers need the time and space to reflect on their current practice and consider how this is contributing – or not – to the development of prosodic understanding. All of these things take time, practice and most importantly, headspace: something that we try to offer on our launch day.

Children enjoy it!

We knew from our early work – which relied predominantly on watching the transformation in children’s reading following a well-planned modelled fluency session – that children got so much more out of the sessions than simply better comprehension skills. When we observed children complete a cold read of an unknown text after 20 minutes or so of intensive reading work, the children had changed. Not only did they read better (and certainly they understood a lot more) but there was more to be observed: they sat up a little straighter; they turned the pages with a little more gusto; they inhaled breath a little less dramatically between each sentence (in the baseline observation, one child gulped air between each sentence as if he were preparing for the next bout of a wrestling match). Most notably, fatigue did not hit quite so hard and so fast. The children kept going, or ‘performed’ (to mimic the language we use on the project), for longer, and appeared to enjoy doing so. The results of the pupil voice surveys from our summer trials confirmed that the techniques used in the project go further than simply preparing children for a reading test. Below are some of the quotes from children and teachers who took part in the summer trials.

Has it made you feel differently about reading?

– I didn’t think I noticed it helped, but I’m reading a lot more.

– I used to read David Walliams, but now I’m reading Alex Ryder because I liked the suspense stories we read.

– I’m reading more mysteries and suspense now.

– It’s made me step up the hours.  I’m reading more now.

– I’m reading with more expression.  It made me enjoy reading more and choose a different variety of books.

Teacher comments

– The children have really enjoyed the sessions and having a challenging text.

– The children seem a lot more confident.

– The children in this group seemed more resilient during an end of year assessment.  They are the children that may have previously given up.

– This project enabled me to know the Y6 text pitch really well.

– It meant they had exposure to texts like those used in the end of year assessments.

– I have struggled to get ‘X’ to pick up a single narrative this year, and now he is reading Roald Dahl.

– The children have been taking the skills they’ve been learning and applying them outsides of the sessions. 

We are as passionate as ever about this work and the incredible impact it has on pupils’ motivation, confidence and attainment as readers. Eight years on, we remain focused on the key objectives of the initial round of the project. We have more evidence than ever about the impact of this work. If you would like to get involved, If you would like to get involved, we are currently taking expressions of interest for participation in our summer 2025 projects which are running for: 

• Year 1: Foundational Fluency
• Key Stage One
• Key Stage Two
• Key Stage Three
• Key Stage Four

Please don’t hesitate to email reading.fluency@hfleducation.org with any queries.