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Former teacher and senior leader in primary, secondary and special provision schools in the North East, with a particular track record in significantly reducing and eliminating the attainment gap in schools operating in high deprivation socio-economic contexts.Founder and Author of DfE England and DoE Western Australia Approved McKie Mastery Power Phonics. Implementing Adaptive Power Teaching in schools nationally, Claire has worked alongside leaders and staff to radically change whole school approaches to pedagogy across the curriculum as well as implementing an Adaptive Power Teaching Infrastructure in English and in Maths. Research published in 2023 found "Exceptional progress across all schools" (Nobari et al 2023). Created a in high deprivation and high SEND classrooms in the North East, the Adaptive Power Toolkits were designed to scaffold learning, behaviour, engagement, oracy reading, writing, spelling and maths mastery for ALL pupils including those who struggle most.SEND Training Partner at SEND Station, Claire delivers online training to teachers and leaders nationally and internationally on Adaptive Teaching Tools designed to best support ALL pupils.Whole School Improvement Partner, Claire has worked nationally with Multi Academy Trusts, mainstream primary, secondary and special provision schools to implement innovative Adaptive Teaching based pedagogy, infrastructure and processes across the curriculum as well as subject-specific changes in English and Maths teaching and learning

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Writer of the ‘Opening Doors’ series and national/international presenter on approaches to a richer and more challenging English curriculum

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I have been teaching for 20 years in KS2- predominantly Y6 and have been English subject lead for this time also. I am Director of Lancashire Research school as part of the Research School Network working for EEF to support schools in evidence informed practice.

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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 extensive experience in the primary phase as a teacher, deputy headteacher, local authority English advisor and now as the director of Primary English Education Consultancy.I write for several educational publishers, create resources for the Primary English website and provide training and consultancy support to schools, SCITTs and MATs.

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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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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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I am an Education Advisor at Pobble Education, where I support schools, Multi-Academy Trusts, local authorities, and education departments across the UK and internationally to strengthen the accuracy, consistency, and impact of their writing assessment and moderation practice.My work is rooted in a belief that assessment is most powerful when it is purposeful, professionally led, and deeply connected to curriculum intent. I am particularly passionate about making moderation a positive and meaningful activity — one that teachers actively want to engage in, rather than experience as a compliance burden. My goal is to help settings build writing moderation systems that deepen professional dialogue, build teacher confidence, and drive genuine improvement in teaching and learning.Drawing on a career spanning classroom teaching, school leadership, and national statutory assessment delivery, I have worked with schools, MATs, and local authorities to:- Review and strengthen assessment policies and processes across multiple settings- Build teacher confidence in making accurate and consistent judgements about children's writing- Align assessment with curriculum design and implementation- Develop moderation frameworks that reduce workload while raising standards- Foster cross-school collaboration to share expertise and embed best practiceMy work at Pobble Education places writing at its heart, and I lead CPD and strategic support that helps teachers and leaders evaluate the effectiveness of their writing curriculum and embed approaches that are both rigorous and supportive of high-quality outcomes for every child.I am seeking NAAE membership to connect with a wider community of English and literacy professionals, to contribute to and learn from national conversations about assessment and writing education, and to ensure my practice is informed by the latest research, policy, and collective expertise in the field.

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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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23 years in comprehensive schools, 15 in university and 40 years in GCSE Assessment

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