Good literacy outcomes begin with teachers who have the knowledge, confidence and support to help children learn.
Earlier this year, teachers from our four partner schools participated in a three-day Phonics Refresher Training designed to strengthen their approach to teaching foundational reading skills.
But for us, training does not end when the sessions are over.
In July, our team visited each of the four schools to take the learning from the training into the classroom. Through classroom supervision and follow-up support, we observed teachers as they applied the phonics strategies they had learnt, provided feedback and identified areas where additional support could strengthen their practice.
The visits offered an opportunity to see the training in action, not simply what teachers remembered from the sessions, but how confidently they were translating the strategies into their everyday teaching.
The results were encouraging.
Every teacher met or exceeded the required pass mark, demonstrating their commitment to professional growth and increased confidence in delivering phonics instruction.
But perhaps the most valuable part of the visits was hearing directly from the teachers.
Many shared that the training and classroom supervision had helped strengthen their practice, while also highlighting the value of continued support. They expressed interest in more frequent on-site coaching and classroom-based support, particularly to reinforce what they had learnt and provide timely guidance when challenges arise.
Their feedback reinforced an important lesson for us: teacher development is not a one-off event.
A training session can introduce new knowledge and approaches, but ongoing coaching creates opportunities for teachers to practise, reflect, receive feedback and continue improving.
For children learning to read, that consistency matters.
As we look ahead, we hope to create more opportunities for classroom-based support across our partner schools, strengthening the link between teacher training and what happens every day in the classroom.
Because when teachers are supported to grow in confidence and practice, more children have the opportunity to become confident readers.