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Jo Beer is a Senior Lecturer in Primary English and Religious Education with over thirty years’ experience across primary education, teacher education, curriculum development, mentoring, consultancy, governance and professional learning.Her work is rooted in a passion for language, literacy and communication, supporting teachers to develop confident, reflective and research-informed practice. She teaches Primary English across undergraduate and postgraduate teacher education programmes, with particular interests in early reading, phonics, writing, storytelling and children’s literature. Alongside this, she teaches Religious Education, Professional Studies and Arts in Education, bringing an interdisciplinary perspective to learning, creativity and meaning-making in the primary classroom.Before joining higher education, Jo spent nearly twenty years teaching in primary schools, holding leadership responsibilities across Early Years and Key Stage 1, as well as English-related areas including assessment, curriculum development and subject leadership. This extensive classroom experience continues to inform her university teaching, partnership work and professional development programmes.Jo’s research and professional interests focus on primary English, literacy development, teacher presence and professional identity. She is particularly interested in how stories, language and literature support children’s learning, and how teachers develop the confidence, authenticity and subject knowledge needed to create engaging and inclusive classroom environments.Alongside her academic role, Jo contributes to governance, quality assurance and educational leadership through external examining, trusteeship and school governance. She is an active member of professional organisations including UKLA, the English Association, NATRE and AREIAC, and is committed to connecting subject expertise with thoughtful, evidence-informed classroom practice.

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Nicola has worked in Lancashire since 1997 as a primary teacher, Senior Manager and Consultant. She joined the Literacy team in May 2004 after several years as a Leading Literacy teacher and Subject Leader, and has been involved in co-developing and presenting the very popular boys' writing projects in KS2 within Lancashire and beyond.Nicola has a particular interest in the use of film to develop literacy and has gained Lead Practitioner status with the British Film Institute. In addition, she regularly consults on projects with the BBC.In 2009, Nicola was awarded NPQH and in 2010 became an accredited Local Consultant for Improvement in Stronger Management Systems and Support for Writing. In 2012, Nicola was appointed by DFE for leading phonics in Lancashire with an outstanding accreditation. She also specialises in reading development, improving writing, boys' writing and is the Lancashire Lead Moderator for KS1 and KS2.She currently leads a team of eleven Primary English and Literacy Consultants, as part of Lancashire Professional Development Service, with expertise from Nursery to Y6 in all aspects of English. Nicola has a valued reputation for working wtih an extensive range of schools across Lancashire, and beyond, in raising standards via in-school support and high-quality CPD training courses.Nicola was appointed to the Senior Consultant role in October 2017.

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I have been working as an English adviser for Achieving for Children for the past three years. I have recently taken on the role of moderation manager. My experience is within primary education. I have taught in the majority of year groups (years 1-6) for the past 17 years and have recent classroom experience. In my current role, I provide training for teachers and English subject leaders around all areas of English, including a grammar course, reading course, phonics networks, subject leader networks. I also run projects with groups of schools. Recently I have been part of a successful writing project which addresses all aspects of the writing curriculum. I have also led on a secondary early reading project, empowering literacy leads withing secondaries to implement reading interventions and to develop disciplinary literacy skills across the school. My next project coming up will be implementing an effective oracy strategy in our primary and secondary schools. I also deliver assessment leader networks and provide training for teachers around various aspects of assessment, including an in-depth look at reading and writing assessments.

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I am an English Advisor and educational consultant with extensive expertise across Primary, Secondary, Alternative Provision and Further Education. Over more than twentythree years, I have developed specialist knowledge in English curriculum design, literacy strategy, reading development, SEND, and teacher training. My work centres on strengthening English provision through evidencebased practice, highquality professional development, and inclusive pedagogical approaches.My expertise in reading spans early acquisition through to advanced comprehension. I have led largescale reading improvement work across diverse educational settings, supporting multiacademy trusts and local authorities to embed coherent, researchinformed literacy strategies. I have delivered national training on inference instruction and contributed to governmentfunded literacy initiatives, applying research to practical classroom approaches that improve outcomes for all learners.In Further Education, I contribute to the DfEfunded GCSE English Resit Training Programme, supporting colleges to improve teaching, curriculum sequencing and learner engagement for students retaking English GCSE. This work draws on deep knowledge of literacy barriers, responsive pedagogy, and approaches that rebuild confidence and competence for learners who have previously struggled with English.I also have significant expertise in Alternative Provision, where I have led literacy strategy for vulnerable and marginalised learners. My work prioritises relational practice, accessible curriculum design, and the central role of reading and writing in enabling academic progress, personal development and future opportunity.My research interests focus on children’s literature, particularly radical and socially responsible texts that support critical engagement, identity formation and social awareness. I contribute to sector publications, editorial work and professional discourse through articles, commentary and conference presentations on literacy, inclusion and English pedagogy.I work closely with multiacademy trusts and local authorities, and I am a Trustee for Human Scale Education, a member of the English Association and the Chartered College of Teaching, and an active participant in regional SEND networks. Across all areas of my work, my expertise supports educators to deliver English teaching that enables every learner to read confidently, write purposefully and engage critically with the world.

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Leah had 15 years experience as a Local Authority English Inspector/Adviser, working across the primary and secondary phases before becoming an independent consultant. In her school career, she held pastoral and subject leader roles. She now leads Thinktalk consultancy, is a Tutor for the King’s College Let’s Think in English Cognitive Acceleration programme and is a consultant and writer for Bob Cox’s Opening Doors publications and consultancy. She has completed a Masters in Education Degree on teacher learning and development and has supported a European Erasmus project on the Assessment of Thinking Skills. Leah has led extended professional learning courses through Teaching Schools and MATS on Mastery of Reading at primary, Writing Design and Process, Grammar for Purpose and Viewpoint, and Word Study – combining the teaching of spelling and vocabulary. She is delivering the new NPQ in Leading Literacy through the University of Winchester.

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I deliver consultancy, advice and training for primary and secondary schools. Drawing on over 30 years' experience as teacher, leader, consultant and school governor, I have a warm, practical approach which develops colleagues in creative and grounded ways. As a specialist in reading, grammar, writing and oracy, I have worked in over a hundred schools to support teachers and students aged 4-18 years. I have also written numerous student and teacher textbooks, and I have experience of working with a range of organisations include the National Association for Able Children in Education, the UK Literacy Association and the DfE.

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I have over 25 years’ experience of teaching in secondary and primary schools, with a particular focus on English and assessment. I have helped to raise standards in schools by providing specialist English training, targeted support and coaching for teachers and senior leaders. I am currently the Moderation Manager for Brent, overseeing moderation processes for KS2 writing and providing statutory assessment/moderation training. I have delivered highly-evaluated training courses for a number of London local authorities and bespoke in-service training for schools. My training offers practical and effective ideas for immediate use and impact in the classroom.

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With over 25 years in education, Susie is an experienced teacher, leader and English consultant, working with schools and organisations both nationally and internationally. Drawing on her comprehensive understanding of curriculum, assessment, and effective teaching methodologies, she guides school leaders, teachers support staff and governors in developing their strategy and practice to improve pupil outcomes. Having served in a variety of educational roles, including as a Local Authority School Improvement Consultant for both Oxfordshire and West Berkshire, Susie specialises in designing and delivering tailored training programmes and projects to address educational priorities, working with individual schools, academies, trusts and partnerships, as well as collaborating with institutions such as Oxford University Press, Hachette Education, BlueSky Learning and Edge Hill University. Susie is passionate about inspiring teachers and engaging learners. Her face-to-face and online training is of high quality: rooted in the curriculum and providing evidence-based practice coupled with creative teaching and learning approaches. She believes in a bespoke approach to school support, working alongside school leaders, class teachers and support staff to develop practice through a range of leadership and classroom-based strategies, always precisely tailored to the identified needs of the school.

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