this programme. If this project were to run again, this could be mitigated somewhat by asking schools to collect student feedback in relation to the changed teaching styles arising from their teachers participating in the training.
Future recommendations include conducting an audit of existing school literacy networks at the outset to integrate this programme seamlessly with existing regional networks and to identify schools already working collaboratively on literacy. Alternatively, delivering this programme to a large Academy Trust in the future could prove very successful, as outcomes could be disseminated across several schools with ease. A suggestion to encourage greater collaboration and cohesion would be to host the introductory session and the final showcase session in-person. These could be hosted at one of the participating schools as an evening twilight session. This may also improve the evaluation response rate if conducted in person. The NLT offer a range of literacy CPD programmes, so the programme could be expanded in the future to focus on writing or oracy skills to offer a different focus and broaden outcomes for schools.
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