READING REFORM FOUNDATION CONFERENCE 2015
From the Rose Review to the New Curriculum.
A growing number of schools successfully teach every child to read; the majority still don't. Why?
WHO SHOULD COME?
Early years and primary school teachers, secondary school teachers, university lecturers in teacher education, student teachers, head teachers, literacy co-ordinators, early years co-ordinators, SEN co-ordinators, education advisors, publishers, academics, representatives of the media, politicians and anyone else interested in improving the teaching of reading in our schools.
Conference Chair: Derrie Clark
Derrie is an experienced Educational Psychologist and teacher. She has been training teachers in the Sounds-Write linguistic phonics programme for ten years. Derrie is currently completing her professional doctorate
- The Right Hon. Nick Gibb, MP: Minister for School Reform
- Jaz Ampaw-Farr:
We regret that Jaz is unable to be with us for conference. Anne Glennie (see below) has kindly agreed to speak, though on a different theme.
- Debbie Hepplewhite: Does it really matter if teachers do not share a common understanding about phonics and reading instruction?
Debbie is a former primary head teacher. She is the author of the online Phonics International programme and phonics consultant for the Oxford Reading Tree Floppy’s Phonics Sounds and Letters programme. She is currently an international synthetic phonics consultant and trainer.
- Anne Glennie: The Attainment Gap? What about the Teaching Gap?
Anne Glennie is a literacy consultant and trainer, author of Reflective Reading and Phonics Forever, and owner of The Learning Zoo. To date, she has trained over 7000 teachers across 600 schools and counting, in all aspects of literacy and assessment in Scotland. A classroom teacher first and foremost, Anne provides training that delegates describe as 'fun', 'thought-provoking' and 'inspirational' – with an emphasis on the practicalities of teaching and learning in a primary classroom.
- Josie Mingay: Phonics in the Secondary Classroom
Josie is Literacy Leader in a large Secondary school located in Greater London. Josie has taught at both Primary and Secondary level, and now dedicates much of her time to teaching and leading schoolwide intervention programmes for struggling readers across Key Stages 3 & 4.
- Sam Bailey: Transforming the life chances of our children - simple methods, great results.
Sam was formerly Head teacher at a school which adopted systematic synthetic phonics and an expectation that all children would achieve in 2011. From starting points well below national expectations, Sam's experience at this school proved that it is possible to transform the outcomes of our children, and quickly. Sam is already half way to improving outcomes for pupils in her current school, The Forest Academy in Barnsley, listed as number 32 on the Primary School League table’s worst results. With expectation, challenge, autonomy and rigour - the transformation is inevitable.
- Gordon Askew: Assessment, including the Phonics Screening Check and assessing reading at the end of Key Stage One
Gordon is a phonics advisor to the DfE. He is a former Primary headteacher, consultant, lecturer, inspector and phonics trainer.
- Marj Newbury Teacher Training
Marj is a recently retired Early Years teacher with 37 years experience. She has delivered synthetic phonics training extensively in schools, both in the UK and worldwide. She has been a regular guest lecturer at Leeds University and most recently at Bradford University College, teaching Primary English.
- Angela Westington HMI CV: Angela will be talking about the Ofsted Report, 'How a sample of schools in Stoke-on-Trent teach children to read'.
Angela is a Senior HMI leading and managing a team of HMI and responsible for five local authorities in the West Midlands.
She has extensive experience of inspecting maintained, independent and SCE schools, PRUs/ EBD schools, local authorities and has particular expertise in school improvement work. Angela has considerable experience of leading and participating in national surveys, especially surveys concerned with literacy and various aspects of social exclusion.