Professional Perspectives
When expectations change, practice follows. These reflections from education professionals show how Teach Us Too is influencing teaching, leadership and inclusive literacy across schools and services.
The session was powerful, emotive and deeply thought-provoking. It reinforced the importance of genuine differentiation, avoiding fixed end points in learning and recognising each learner as an individual rather than grouping them by a label... It challenged us to look beyond diagnoses, focus on each child’s potential and ensure that our expectations remain high for every pupil.
Education practitioner
The session raised awareness of the importance of teaching literacy across Stockport. It has prompted staff to reflect on their practice and will support future conversations about why literacy teaching matters for every learner.
Literacy lead
Several staff said their views on the provision we should be offering pupils had completely shifted... I am hopeful this will lead to further training and a deeper exploration of how we can robustly teach our pupils to read and write.
Special school teacher
I have now ensured that many of my pupils have an emergent writing target using alternative pencils... and I am making a real effort to embed reading and writing throughout the day wherever possible.
Special school teacher
It was fantastic to begin thinking about how we can make a difference to our learners’ curriculum journey: moving from ‘they can’t access this’ to ‘how can we adapt what we are doing?’
Special school teacher
The session opened my eyes to the use of the label ‘PMLD’ and came at a valuable time as we review our literacy policy and provision.
Special school teacher
The most important message for me was finding the right approach to help every child find their voice, rather than making assumptions based on a label or diagnosis.
Teacher
It reminded us that physical disability should never prevent someone from being taught. I had not realised that PMLD is not a diagnostic label, but a descriptive category with limited criteria.
Education practitioner
The training prompted me to think carefully about how we can support and encourage communication, and therefore develop literacy skills.
Education practitioner
It reinforced the importance of presuming competence, promoting literacy across school and maintaining high expectations for every learner.
Literacy lead
The session encouraged us to consider potential at all times, expose learners to written text, look for reliable and intentional communication, and distinguish access needs from intellectual potential.
Speech and language practitioner
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