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Students need to be able to analyse texts effectively and demonstrate perception for the English literature GCSE, but what’s the best way to equip them with these tools?

As ambitious targets are set for GCSEs in the Schools White Paper, we talk to teachers in alternative provision for a two-part series on how to engage those who are struggling: today, the focus is on literacy

The Schools White Paper reads like a less effective school improvement plan, says Megan Dixon: lots of actions, but no clear evaluation strategy

What does today’s Schools White Paper mean for teaching and learning and pastoral care? Here’s what you need to know

As research finds that exposing children to the language of science and the natural world in key stage 1 engages them with literacy and aids progress, Kate Parker chats to the academics to find out more

Introducing workshopping into key stage 3 English lessons has been transformational, says Katie Packman – as she shares how to reap the benefits

Five years ago, South Shore Academy in Blackpool set out to boost reading and writing levels across the school – and today, students receive up to four interventions on literacy at any one time. Here, Kate Parker discovers how it works

Children who struggle with reading benefit from specialist support – so why aren’t we upskilling more teachers, asks Megan Dixon

As research shows that being labelled as dyslexic lowers academic expectations, Alex Quigley explores the issue

Before dismissing the use of systematic phonics in classrooms, the research needs further analysis, warns Julia Carroll

Synthetic phonics approaches underpin much early reading teaching, but changes to current practice are desperately needed, researchers argue

Wordle has captured the world’s attention this January, but do games like this have a place in the classroom? Kate Parker investigates