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Supporting reading, writing, oracy and School Improvement, across the English curriculum.

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

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I currently lead one of the 34 English Hubs, a priority investment literacy project and fulfil the role of Early Reading lead for a large primary-based trust. After headship, I made the transition into consultancy work so that I could follow my passion for supporting early literacy. In recent years, I have enhanced my expertise further and also work independently as a Literacy advisor. Further details can be found here:https://theliteracyadvisor.co.uk

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I work extensively with teachers and schools across the UK. Currently this focuses on reading comprehension across the curriculum, creative approaches to grammar teaching and effective classroom talk. I have written extensively about pedagogy and practice in primary literacy teaching. My most recent publications are Teaching Primary English: Subject Knowledge and Classroom Practice (2nd ed.2024 Routledge) with Eve Bearne, Teaching Grammar Effectively in the Primary Classroom ( 2nd Edition, 2020 UKLA) and Talk For Teaching and Learning: the dialogic classroom (2021 UKLA) with Eve Bearne, Guiding Readers: A handbook for teaching reading comprehension to 7-11 year olds (2016 UCL IoE Press) with Wayne Tennent, Nikki Gamble and Angela Hobsbaum and contributions to Teaching English Creatively (2nd Edition, 2015, ed Teresa Cremin). Other publications include, Teaching Grammar Effectively in Key Stage 1 ( 2016 UKLA), with Eve Bearne and Rebecca Kennedy, Guiding Reading - A Handbook for Teaching Guided Reading in KS2 (Institute of Education, with Angela Hobsbaum and Nikki Gamble) and Developing Writing For Different Purposes-Teaching About Genre In The Early Years (Paul Chapman, with Jeni Riley).I am former General Secretary and Past President of the United Kingdom Literacy Association (UKLA) and was a Co-Director of the Cambridge Primary Review Trust (CPRT) from 2013 – 17. Until 2014 I was Principal Adviser for primary schools in the London Borough of Barking and Dagenham.

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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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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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I'm passionate about all things English; oracy, reading and writing. I've been working as an independent consultant since September 2018, having previously been an English Subject Leader, local authority adviser (in two different LAs) and a primary Head. I provide support and training for senior leaders, subject leaders and class teachers in individual schools, clusters of schools and multi-academy trusts. I am also a KS2 Moderation Manager for two London LAs and have worked with the Standards and Testing Agency as an Operation External Moderator and Deputy Standardisation Team Leader.

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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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