Publications

"The Success for All programme is conspicuous for employing all of the strategies mentioned under the Institute of Education's "curriculum", "pedagogy" and "assessment" categories, and so worth further examination."

"Emphasis on speaking and listening skills, to complement reading and writing, could also be developed. This is because a focus on speaking and listening is a component of the successful SFA programme; it has been recommended by the Rose Review; and it must also usually be delivered via small group and co-operative learning, which have the additional benefits of improving a child's social and interpersonal skills."

University of Warwick An Evaluation Summary:

"The main impact of SFA is in the effective development of literacy as evidenced by increased SATs levels at all the schools and improvements at each key stage (1 and 2)."

"In all four schools the opinions and evidence gathered confirmed that the SFA programme and SFA team had significantly added to the quality of work across the whole school, specifically in the areas of literacy and reading development; commitment to learning and behaviour.

University of Hull The National Literacy Strategy:
missing a crucial link? A comparative study of the
National Literacy Strategy and Success for All

"The inclusion of all pupils: the NLS schools referred to ‘matching pupils needs’ as a ‘key weakness’. In contrast, the SFA schools referred to the ‘inclusion of all pupils in active learning in literacy’ with issues of ability and gender being well addressed."

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SFA in England Implementation and Outcomes of a
Comprehensive Literacy Reform for Primary Schools

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