Cath Thomas, Assistant Headteacher (Teaching & Learning), Greenbank High School

Based on an NPQSL project write-up

Improving literacy is widely recognised as one of the most effective ways to raise attainment across the curriculum. Research from the Education Endowment Foundation (EEF) consistently highlights that reading comprehension strategies can deliver significant gains in pupil progress. However, the challenge for many schools lies not in identifying effective strategies, but in implementing them in a coherent, sustainable way.

This was the focus of my school improvement project: developing a consistent, whole-school approach to reading while fostering a genuine culture of reading for pleasure.

Initial data analysis revealed a concerning gap between pupils’ reading ages and their chronological ages, particularly among disadvantaged students. This aligned with national trends and reinforced the need for targeted intervention. Drawing on implementation research from the EEF and leadership theory from Michael Fullan, I recognised that success would depend not just on what we implemented, but how we implemented it – through careful planning, staff engagement, and ongoing evaluation.

A central strategy was the introduction of a structured “Reading Journey”, which mapped the development of reading skills from Year 7 to Year 11. This ensured progression and consistency, while allowing departments to contextualise reading within their subject areas. Disciplinary literacy research supports this approach, emphasising that students must learn how reading operates differently across subjects.

To embed this approach, I adopted a distributed leadership model. Each department appointed a “literacy link”, responsible for adapting and promoting reading strategies within their subject. This strategy was informed by research on professional collaboration and Joint Practice Development, which suggests that sustained improvement is more likely when staff have ownership and work collectively.

Alongside this, targeted interventions were implemented. Teaching assistants delivered small group and one-to-one reading support using structured programmes, while whole-class reading was introduced during Personal Development Time. These strategies reflect EEF findings that targeted support and explicit teaching of reading strategies are particularly effective for lower-attaining pupils.

Equally important was the focus on reading culture. Research indicates that reading for pleasure is strongly linked to improved attainment and wider life outcomes. To support this, we created opportunities for students to engage with texts beyond the curriculum, encouraged discussion of reading in lessons, and built partnerships with libraries and the wider community.

The impact of these strategies was clear. Within two terms, the number of Year 7 pupils reading significantly below their chronological age reduced substantially. The gap between disadvantaged pupils and their peers also narrowed. At Key Stage 4, student confidence in interpreting exam questions improved, with 80% reporting increased confidence – an important factor in exam success.

Staff feedback also highlighted increased confidence in teaching reading, demonstrating the effectiveness of ongoing professional development and collaborative working. However, challenges remain, particularly in ensuring consistent training for all staff and further engaging parents in supporting reading at home.

This project reinforced a key principle from implementation research: sustainable change requires clarity, consistency, and collective ownership. By aligning research-informed strategies with a clear vision and strong leadership, it is possible to move beyond isolated initiatives and create meaningful, lasting impact.

Ultimately, when reading becomes embedded across the school – both as a skill and a culture – the benefits extend far beyond the classroom.

References

• Coe, R., et al. (2014). What Makes Great Teaching?
• EEF. (2019). Improving Literacy in Secondary Schools.
• Fullan, M. (2007). The New Meaning of Educational Change.
• Fullan, M., & Boyle, A. (2014). Big City School Reforms.
• Timperley, H. (2008). Teacher Professional Learning and Development.

Additional resources

For more ideas and inspiration on developing a strong reading culture in your school, explore NACE’s reading collection – featuring award-winning book lists, case studies from across our network and more.