Secondary reading: what do we know and what can we do?
This session will cover evidence on secondary reading, the CPD and practical strategies for the English classroom
Lucy Floyer and Professor Jessie Ricketts worked together with a large team of secondary practitioners to develop Continuing Professional Development (CPD) for all secondary staff on supporting reading in all pupils. This CPD was launched by the Department for Education in April 2025 and is freely available. In this session, Jessie will present evidence on secondary reading, Jessie and Lucy will talk about the CPD and Lucy will cover practical strategies for the English classroom.
Professor Jessie Ricketts is based in the Department of Psychology, Royal Holloway, University of London and directs the Language and Reading Acquisition (LARA) research group. Jessie researches language and literacy in children, young people and adults. She is particularly interested in how reading benefits children’s learning and language. Jessie works closely with teachers, educational charities and policy makers to conduct research and consider its implications for education.
Lucy Floyer has over 25 years of experience as a teacher, including 18 years of leadership and advisory work in schools. She has led at school and trust leadership level across primary, secondary and special education, and in both inner city and suburban schools. Within her literacy leadership roles, Lucy has led whole school and trust INSET including delivering keynotes and conferences; supported middle leaders in integrating subject-specific literacy development into their curriculum design; and trained subject teachers in implementing literacy strategies in the classroom. She has led and supported senior leaders and literacy leads on the design and implementation of whole school literacy development plans across a range of organisations. She is an expert in teenage reading support and has worked on reading projects for GL Assessment and the DfE.
Date: Monday 11th May 2026
Time: 4.00 pm to 5.30pm
Location: online
Cost: Members plus one guest free. Non-members £5
Please book through Eventbrite here
NAAE’s ‘Spotlight on practice….’
Addressing potential unintended consequences of the writing framework: Promoting the reading-writing connection using mentor texts as part of a book-based curriculum.
Our ‘spotlight on practice’ events are intentionally designed for a wider audience, particularly school-based staff, such as teachers, English subject leaders and school leaders. This session is most suitable for colleagues working with children in Years 3-8.
We are delighted to be working with HfL Education’s and friend of NAAE, Ellen Counter again.
In this session, Ellen will discuss how to make meaningful connections between reading and writing in the primary-KS3 classroom by developing pupils’ ability to read as writers. The approach goes beyond comprehension, encouraging children to notice and apply writers’ craft techniques in their own writing. As it states within the writing framework, “to develop their understanding of the structures of different types of text, pupils need to study model texts which ‘provide opportunities to read, analyse, and emulate models of good writing’” (p. 104). This session will explore how to select mentor texts, build habits of noticing craft moves (e.g., language choices, sentence structure, punctuation) and confidently teach pupils to apply these techniques in writing.
Ellen Counter is Deputy Lead Adviser for Primary English at HfL Education (formerly Herts for Learning) and has an MA in Children’s Literature. She has taught in three different London boroughs since 2007 and now enjoys working with colleagues in Hertfordshire schools and beyond.
Date: Thursday 8th January 2026
Time: 4pm to 5.30pm
Location: online
Cost: Free to all registered ticket holders
Please book through Eventbrite here
The Balancing Act: Teaching phonics and spelling in the context of reading and writing
In this session, we will look at the interrelationship between language, reading and writing, with reference to a new model for teaching: The Double Helix of Reading and Writing, developed by Charlotte and Professor Dominic Wyse in their award-winning paper Decoding, reading and writing: the double helix theory of teaching and book The Balancing Act: An Evidence-Based Approach to Teaching Phonics, Reading and Writing.
Examples and activities will explore the foundations for success in a programme of phonics teaching and how to teach phonics and spelling in the context of high-quality books for children, encouraging children to notice sound and spelling patterns in their reading and to use and apply these in their writing, as well as encouraging children’s motivation to read and write for purpose and pleasure.
Charlotte Hacking is the Teacher Engagement Lead at the Helen Hamlyn Centre for Pedagogy at University College London. She also teaches Year 2 and leads on Curriculum and Research at a 3-7 setting in South London. She has taught in a range of schools and settings, having been an Assistant Headteacher, Literacy Leader and Local Authority Early Years and English Advisor, and was previously the Learning and Programme Director at the Centre for Literacy in Primary Education (CLPE).
Date: Saturday 6th December
Time: 10.30am to 12pm
Location: online
Cost: Members plus one guest free. Non-members £5
Please book through Eventbrite here
Securing the Physical Skills for Handwriting with Jessica Squires
Jessica will address the critical importance of physical literacy in early childhood and introduce afPE’s Early Years Screening Programme.
NAAE are pleased to welcome Jessica Squires, Physical Education Consultant for Lancashire County Council, Lancashire Professional Development Service (LPDS), and Regional Lead Advocate for the Association for Physical Education (afPE).
Jessica will address the critical importance of physical literacy in early childhood and introduce afPE’s Early Years Screening Programme. This initiative responds to growing concerns that some children begin school with underdeveloped motor competencies—often due to limited physical activity, prolonged screen exposure, or extended time spent in prams and car seats. While schools routinely assess phonics and numeracy, the ability to move effectively is equally fundamental to a child’s overall development.
The session will also highlight the role schools play in supporting physical development, particularly in improving motor competency and suppressing primitive reflexes. These efforts are essential for enhancing coordination, balance, proprioception, and agility—ultimately enabling children to engage more confidently across all areas of learning.
Date: Thursday 27th November
Time: 4pm to 5.30pm
Location: online
Cost: Members plus one guest free.
Please book through Eventbrite here
Teaching a Thematic Curriculum in English with Anthony Cockerill
Looking back to his influential blog post on teaching a thematic curriculum in English, Anthony explains the intention behind the concept.
In a subject as multi-dimensional as English, it’s crucial that our focus on curriculum sequence and substantive knowledge doesn’t limit strong disciplinary practice. Looking back to his influential blog post on teaching a thematic curriculum in English, Anthony explains the intention behind the concept and advocates for classroom approaches that embrace multi-modality, creativity and dialogue.
Before becoming Director of the National Association for the Teaching of English and editor of Teaching English, Anthony was Head of Department at an 11–18 school in North Yorkshire. He blogs and writes about English teaching.
Date: Thursday 13th November
Time: 4pm to 5.30pm
Location: online
Cost: Members plus one guest free.
Please book through Eventbrite here
Exploring the DfE Writing Framework 2025
The DfE’s Writing Framework, published in July 2025, provides evidence-based guidance on enhancing writing instruction from Reception through to Key Stage 2. It aims to help schools meet National Curriculum expectations and foster a love of writing among pupils. In this session, Ross Young will provide an overview of the framework’s key components, followed by critique and reflections. There will also be ample opportunity for questions and discussion.
Ross Young is the founder of The Writing For Pleasure Centre and co-author of How To Teach Writing; Writing For Pleasure: Theory, Research & Practice; The Science Of Teaching Primary Writing; Motivating Writing Teaching and Getting Children Up & Running As Writers: Lessons For EYFS-KS1 Teachers.
He is a PhD researcher with the National Literacy Trust at the University Of Edinburgh’s Literacy Lab, investigating the writing lives of children and young people. He also holds a master’s degree in applied linguistics in education.
As a passionate writer-teacher, Ross now works across the UK and internationally, helping teachers and schools develop extraordinary young writers.
He helps convene The United Kingdom Literacy Association’s Teaching Writing Special Interest Research Group.
Ross was the lead researcher on ‘What is it Writing For Pleasure teachers do that makes the difference?’ He has advised the Department for Education in England, the National Literacy Trust and Education Scotland. His work continues to focus on the learning and teaching of young writers and is informed by his ongoing collaboration with classroom teachers and early years educators.
Date: Monday 13th October
Time: 4.00 pm to 5.30pm
Location: online
Cost: Members plus one guest free. Non-members £5
Please book through Eventbrite: here
NAAE Roundtable – The DfE Writing Framework with Ellen Counter
Following our successful round table events last year, we are delighted to host our first discussion of 2025-26 in partnership with Ellen Counter, Deputy Lead Adviser for Primary English at HfL Education.
Ellen will open the event with a concise overview, setting the stage for discussions in relation to the DfE Writing Framework. Her insights will focus on unpicking some key threads from the Framework, considering positive aspects and areas which may be under-represented or open to misinterpretation. This introduction will act as a springboard for our subsequent dialogue, encouraging participants to explore how as strategic leads and advisers, we might mediate key messages from the DfE Writing Framework and support the schools we work with.
Our roundtable events are exclusively for NAAE members and their registered guests. We hope you can join us for this informal professional dialogue.
Date: Monday 29th September
Time: 4.00 pm to 5.30pm
Location: online
Cost: Members plus one guest free.
Please book through Eventbrite: here