Allison Shaw, a dedicated educator with over thirty years of teaching experience, has achieved transformative results in improving literacy skills among secondary students at Cardinal Hume, an ‘Outstanding’ school (Ofsted report 2024). Together with Kathryn Bogle, School Librarian and Reading Lead, Allison implemented the Sounds-Write phonics programme, delivering significant positive outcomes.
A Career Dedicated to Literacy
Allison Shaw transitioned from primary to secondary education and immediately noticed gaps in students’ phonics knowledge. Recognising the importance of addressing these challenges, she sought approval from the Senior Leadership Team to deliver phonics interventions to students identified as having problems with decoding. Reflecting on her training, she shared, “In over thirty years of teaching, I can honestly say that the training course was the best training I have ever undertaken.”
Kathryn Bogle, formerly a secondary school English teacher, joined Allison in delivering the programme after completing her own Sounds-Write training. Both educators praised the programme’s structured, research-backed approach and exceptional resources, including the Practitioners’ Portal and materials and opportunities for continued professional development.
The Importance of Teaching Reading in Secondary Schools
According to a research report published by Ofsted, around one quarter of 11-year-olds do not meet the expected standard in reading at the end of primary school, and fewer than 1 in 5 of these pupils can expect to achieve a GCSE grade 4 in English (Ofsted press release, 2022). Research highlights that poor literacy can lead to behavioural challenges, fewer job opportunities, and lower incomes later in life. In her annual report, Ofsted Chief Inspector Amanda Spielman emphasised the need for explicit reading instruction in secondary schools, underscoring its critical role in improving life outcomes.
Tailored Interventions with Proven Results
Cardinal Hume used primary school data and detailed assessments to identify students with gaps in phonics knowledge, who were then allocated two one-hour Sounds-Write sessions per week. During the 2023-24 academic year, 13 students across Years 7 to 9 made significant progress, with improved reading ages and growing confidence. Teachers noted students’ increased enjoyment of reading and active participation in lessons.
“Students look forward to and enjoy their individual, paired or small group lessons. They talk openly about what they have found difficult with their reading, and it is a pleasure to see their confidence grow.”
“It is vital that students can read well to access the full curriculum and pass external exams, setting them on the path to a successful future,” emphasised Allison Shaw.
Encouraging All Schools to Act
Allison Shaw urges other secondary schools to adopt Sounds-Write, stating, “Many students arrive in Year 7 with a reading age far behind their chronological age. Implementing programmes like Sounds-Write can help in building their skills and confidence.”
Accessing Phonics Training
Secondary schools can join the Sounds-Write membership to access comprehensive training and resources tailored to educators’ needs. Fully online and on-demand training pathways provide flexibility while maintaining consistency with teaching practices, making it accessible and effective for schools nationwide.
To find out more, visit https://sounds-write.co.uk/
About Sounds-Write
Sounds-Write is a leading phonics programme designed to equip educators with evidence-based tools for teaching reading and spelling effectively. Validated by the Department for Education and based on the science of reading, Sounds-Write empowers teachers with the skills and confidence to deliver structured linguistic phonics instruction. The programme includes practitioner support, age-appropriate resources, and ongoing professional development opportunities.
