Sarah Styles, Head of the Literacy and Numeracy Support Service, explains that uncertainty is where pressure builds. “When it’s hard to pinpoint a pupil’s specific needs or the best way to support them,” she said, “it can create anxiety – for teachers and for parents.” That anxiety can quickly add to the demands on staff.
For Sarah, the starting point is always the classroom. “Effective classroom practice is the foundation,” she said. “Schools already do so much, and our role is to strengthen that with consistent, evidence-informed strategies so pupils can thrive as independently as possible within mainstream learning.”
When parents know their child is getting the right support, a lot of that anxiety reduces.
Sarah Styles, Head of the Literacy and Numeracy Support Service
From reassurance to independence
One of the most powerful ways to build capacity is by helping pupils become more independent learners. Sarah described how effective teaching and targeted intervention can reduce reliance on constant adult support. “If a child has the right strategies, confidence and self-esteem,” she said, “they won’t need that level of support all the time.” Over time, this frees Teaching Assistants to work more flexibly across the classroom.
Sarah also acknowledged the pressure that can arise when parents feel anxious. “The impact of parental concern on a school can be significant,” she said. Clear assessment and a credible plan help ease those concerns. Specialist input can support this process. “When parents know their child is getting the right support,” Sarah explained, “a lot of that anxiety reduces.”
The Fluency Project is a practical example of this collaborative approach. It’s a short, structured intervention designed for pupils who have the foundations of reading but are not yet fluent. Schools are trained to deliver it themselves, with optional assessment before and after. “What’s really lovely,” Sarah said, “is that schools want to continue it.” The emphasis is on equipping staff to embed the approach confidently, rather than relying on ongoing external delivery.
Whole-school training followed by focused support for TAs makes this sustainable. When schools have the skills, tools and shared understanding in place, pressure eases. Pupils make progress. Parents feel reassured. Staff work with greater confidence.
As Sarah concluded, our ultimate aim is to increase capacity within schools by developing the knowledge and skills needed to confidently support learners with persistent literacy and numeracy challenges to thrive.