Podcast
Bedrock Talks from Bedrock Learning
Hosted by Bedrock Learning · EN
Welcome to Bedrock Talks, a podcast from the team at Bedrock Learning that delves deep into the heart of literacy in education. This podcast stands as a beacon for anyone passionate about enhancing literacy skills and understanding its pivotal role in education.
Each episode is a journey into the world of literacy education. We bring together a diverse array of voices from across the education sector, from seasoned teachers to renowned academics, policy makers to literacy advocates. All of our guests share a common goal: to explore and expand the horizons of literacy education.
We go beyond surface-level conversations. Our discussions are in-depth, nuanced, and filled with insights that only years of experience and expertise can bring. We tackle a wide range of topics, from innovative teaching methods to the latest research in literacy, the impact of technology on reading and writing, to strategies for engaging diverse learners. Our aim is to provide a platform where the complexities of literacy are unpacked and understood in a way that is both accessible and enlightening.
Join us and our guests as we illuminate the multifaceted world of literacy. Subscribe to Bedrock Talks and be part of a community that believes in the transformative power of literacy. Together, let's shape a more literate, informed, and connected world.
11episodes
Episodes
Newest firstAll episodes
42. Scaffold up, don't dumb down! with Alex Fairlamb
Dec 200:31:30Tap to summarizeWhat if the supports we give students could raise the bar instead of lowering it? We sit down with Alex Fairlamb, Trust Teaching and Learning Network Lead and Assistant Principal, and author of The Scaffolding Effect, to unpack how temporary, responsive scaffolds help learners move from guided practice to genuine independence without sacrificing high expectations.We dig into scaffolding as a core part of adaptive teaching: anticipating barriers before a lesson starts, using data and recent assessments to plan, and then adjusting live through tight loops of checking for understanding. Alex explains why “scaffold up, don’t dumb down” matters for every learner, including those with SEND and EAL, and how to avoid diagnostic overshadowing by focusing on actual barriers like organisation, attendance, and gaps in prior knowledge. We challenge prescriptive routines, exploring why rigid I, we, you mandates can backfire across subjects, and how subject-specific modelling, comparative exemplars, and teacher judgement create better outcomes.Literacy takes centre stage with practical strategies you can use tomorrow. We cover teacher-led modelled reading and reciprocal routines that turn fluent readers into strategic readers, explicit vocabulary instruction that lives inside rich texts, and writing supports that span the full process - from decoding prompts with RUSS to planning, drafting, revising, and editing with clarity. Metacognition runs through it all: narrating decisions, using “weak” nudges that provoke deeper thinking, and building automaticity so working memory is freed for higher-order tasks. Most importantly, we talk timing: fading scaffolds too late creates the illusion of learning; too early undermines confidence. The craft is knowing when and how to step back so students step up.If you care about high expectations, smarter modelling, and literacy that sticks, this conversation brings fresh, usable ideas. Subscribe, share with a colleague, and leave a review to tell us which scaffold you’ll add or remove this week.
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41. Removing barriers, changing lives with Krystian Liptrot (CEO of Life Changing Education)
Jul 2200:42:56Tap to summarizeThe education system is at breaking point. With unprecedented exclusion rates and 44,000 teachers leaving the profession last year alone, something has to change. Enter Krystian Liptrot, CEO of Life Changing Education (LCE), who's pioneering an approach so revolutionary it deserves your full attention.When host, Andy, visited LCE's facilities in North Manchester, he was struck by something remarkable: dozens of previously disengaged students looking him in the eye, confidently saying, "Good morning." These weren't just any students, but those on the brink of permanent exclusion or who hadn't attended school for months. And yet, the atmosphere was electric with possibility.Krystian's vision stems from personal experience and a deep reflection on our educational landscape. "We've got to change what education is," he explains, describing a three-stage model that starts with demonstrating effective pupil-facing education, moves to supporting mainstream schools through free consultancy and mental health resources, and ultimately aims to disrupt the entire sector.What separates LCE from traditional alternative provision is their commitment to personalisation over mere differentiation. Their network includes dedicated facilities for various passions - a professional recording studio, a fully-functioning salon, multiple gyms, and an art gallery - each designed to show students they can excel. This isn't about criticising schools; it's about recognising that while current systems may work for many, they can fail others catastrophically.The results speak volumes: over 1,000 qualifications achieved by students previously labeled "disruptive"; dramatic reductions in permanent exclusions across partner schools; and young people requesting to attend even on inset days. All built on what Krystian calls 'the kindness principle' - no raised voices, just compassion and clear expectations.Want to witness how education can truly transform lives when reimagined from first principles? Follow Krystian's work - you'll never look at our education system the same way again.Krystian Liptrot is the CEO of Life Changing Education, an innovative educational inclusion service that partners with mainstream schools to re-engage disaffected young learners. Under his leadership, LCE offers short-term, part-time placements that help pupils rebuild a positive relationship with education. Krystian’s work focuses not only on supporting students to overcome barriers to learning but also on strengthening the inclusion capacity of schools and local authorities across the region. His mission is clear: to create aspirational, inclusive environments where every young person has the chance to succeed.
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40. The complexities of reading... and what teachers can do to address them with Dr Megan Dixon
Jul 1500:38:27Tap to summarizeWhat happens when students can decode words perfectly but can't comprehend what they're reading? Dr. Megan Dixon, a literacy expert who bridges the worlds of classroom teaching and cognitive research, unpacks this growing challenge facing schools today.The conversation dives into what Dixon calls the "elongation of the ability range" - the widening gap in reading proficiency that teachers are encountering, particularly at secondary level. With piercing clarity, she identifies how our digital landscape has fundamentally altered how children engage with text: "Reading is a really active thing. You have to work your brain hard to engage with the text, to question your own understanding." Yet increasingly, students approach reading with the same passive consumption habits they've developed through social media.Dixon outlines four research-backed pillars that form the foundation of reading comprehension: vocabulary depth, text structure understanding, inferencing abilities, and metacognitive monitoring. Her explanation of inferencing - distinguishing between "locally cohesive inferences" and "globally cohesive inferences" - provides teachers with a practical framework for targeted instruction beyond basic decoding skills.Particularly valuable is Dixon's nuanced take on the role of prior knowledge in reading. Rather than simply front-loading information before reading, she advocates for "activating" students' existing knowledge and experiences, teaching them to independently extract meaning through questioning and active engagement. This approach empowers students to become independent readers capable of tackling unfamiliar texts with confidence.The podcast concludes with practical classroom strategies focused on creating environments where students monitor their understanding and feel comfortable admitting confusion - the very behaviours that characterise proficient readers. As Dixon notes, "We need to get away from the idea that there's failing in not understanding everything the first time. That is the process of reading."Ready to transform how you approach reading instruction in your classroom? Listen now and discover how to develop active, engaged readers who don't just decode words, but truly understand what they read.Dr. Megan Dixon has just collaborated on the DFE's new work supporting secondary schools with reading, and is a postdoctoral research assistant who collaborates with Professor Jane Oakhill (University of Sussex) and Distinguished Professor Kate Cain (Lancaster University) on research into literacy development. A specialist in both early years and primary education, Megan also brings deep expertise in secondary literacy. She serves as the Early Years and Primary Specialist for a family of international schools and is a globally recognised educational consultant, known for her work supporting literacy development across all phases of education.
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39. Disciplinary Literacy in Primary Settings with Shareen Wilkinson
Jul 800:35:41Tap to summarizeCould disciplinary literacy be the missing piece in primary education? Prepare to have your assumptions challenged as education advisor Shareen Wilkinson reveals how young learners can benefit from thinking, reading, and writing like subject specialists – years before secondary school.Most educators associate disciplinary literacy with secondary education. Yet, when implemented thoughtfully in primary settings, this approach builds crucial background knowledge that supports comprehension far beyond basic phonics. Shareen explains how primary schools can adopt age-appropriate disciplinary practices without overwhelming either teachers or pupils.The secret lies in starting with stories. By using carefully selected books to introduce disciplinary concepts, teachers can build mental schemas that make later learning stick. As Natalie Wexler famously noted, "knowledge is sticky" – and disciplinary approaches provide the perfect adhesive. Through practices like modelling subject-specific language and focused writing opportunities, even young children can begin thinking like historians, scientists, and mathematicians.What makes this approach particularly powerful is its focus on quality over quantity. Rather than frequent disciplinary writing, teachers might plan just a few purposeful opportunities throughout the year where pupils can "show off what they know." Interestingly, Shareen reports that many children actually prefer these assignments because they emphasise content knowledge rather than literacy mechanics.For educators considering implementation, Shareen offers practical advice on training staff, selecting appropriate texts, and integrating disciplinary practices into existing curricula. Whether you're a classroom teacher looking for new strategies or a school leader planning curriculum development, this conversation provides valuable insights into how disciplinary literacy can transform primary education.Ready to explore how disciplinary literacy might work in your setting? Listen now to discover what could be the closest thing education has to a silver bullet for building knowledge and closing gaps.
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38. How can secondary schools crack the reading nut? with Dr Laura Shapiro
Jul 100:39:18Tap to summarizeWhat if our understanding of reading development has been missing crucial elements? Dr Laura Shapiro, developmental psychologist and senior lecturer at Aston University in the UK, challenges conventional wisdom about literacy instruction and reading engagement in this thought-provoking conversation.Shapiro brings a refreshing perspective, explaining how she accidentally fell into literacy research and discovered a fascination with reading as a remarkable human invention. Unlike natural language acquisition, reading requires us to associate arbitrary symbols with sounds – an extraordinary learning feat that becomes automatic with practice. This complexity means there's no magic solution or one-time fix for reading difficulties.The conversation explores why the "prevention is better than cure" approach to literacy has limitations. While high-quality phonics instruction in early years is vital, Shapiro emphasises that reading challenges evolve as students progress through education. What begins as decoding becomes a complex interplay of fluency, vocabulary knowledge, and comprehension strategies. This evolution means schools must continuously monitor reading development rather than assuming early interventions solve everything.Particularly fascinating is Shapiro's research showing how reading proficiency creates a virtuous cycle: as proficiency increases, children read more and learn vocabulary more efficiently from what they read. A proficient reader learns more words from the same amount of text than a struggling reader – accelerating the Matthew Effect where the "reading rich get richer."Shapiro offers practical insights for secondary schools, challenging educators to separate curriculum reading from reading for pleasure. "We can't call it reading for pleasure if we're dictating what children should read – that's reading for our pleasure, not theirs." This distinction frees schools to be more open-minded about what constitutes valuable reading experiences, embracing everything from graphic novels to comedy books.Have you considered how your approach to encouraging reading might be inadvertently discouraging it? Listen to discover why supporting genuine reading engagement might require rethinking some fundamental assumptions about what, how and why children read.Dr. Laura Shapiro is a developmental psychologist and senior lecturer at Aston University in the UK. Her research focuses on how children learn to read and the long-term benefits of reading. She has led projects like the Reading and Vocabulary (RAV) Project, which explores how reading ability and practice influence vocabulary growth during the transition from primary to secondary school . Dr. Shapiro also serves as the Director of Research within Aston’s School of Psychology, contributing to the Cognition and Neuroscience Research Group, and recently collaborated on the DFE's work supporting secondary school teachers to read with Jessie Ricketts.
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37. Building a vocabulary-led curriculum with Lauren Bishop and Natalie Miles
Jun 24, 202500:38:44Tap to summarizeWhen literacy becomes everyone's responsibility, something remarkable happens to a school's culture. In this captivating conversation, we speak to Lauren Bishop (Literacy Coordinator and English Teacher) and Natalie Miles (Assistant Head) from The Bishop's Stortford High School about their journey to place vocabulary at the heart of their curriculum.What began as a targeted intervention quickly transformed into a school-wide approach that's yielding exceptional results. Lauren and Natalie share how they've strategically moved vocabulary instruction beyond the English department, creating dedicated systems and structures that ensure equitable access for all students. Their thoughtful implementation includes digital access audits, multiple completion opportunities at school, and a centralised literacy team that removes barriers to participation.The conversation delves into the critical importance of Tier 2 vocabulary – those slightly more sophisticated words that unlock access to subject-specific terminology across the curriculum. As Natalie explains: "We wanted to make sure that students had equitable access to our secondary curriculum." This underpinning foundation enables students to navigate more complex concepts in every subject area.Perhaps most compelling are the stories of impact on student confidence and classroom engagement. From students proudly identifying "Bedrock words" in discussions to approaching teachers in the playground to share their extra practice, the school has created a culture where vocabulary development is visible, celebrated, and transformative.This episode offers practical insights for any school looking to elevate literacy from a checkbox exercise to a fundamental driver of student success. As Bishop's Stortford's headteacher regularly reminds staff: "Literacy is everybody's job" – and this podcast reveals exactly how to make that philosophy a reality.Subscribe to the Bedrock Talks literacy podcast for more conversations with educators who are transforming literacy instruction in their schools.
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36. What does literacy utopia look like, and how can we get there? with Jennie Shearer
May 6, 202500:35:05Tap to summarizeWhat if every secondary school teacher knew how to teach a child to read? What if we stopped treating literacy as simply spelling and grammar exercises and instead recognised it as the foundation of all learning? In this thought-provoking conversation with English teacher and literacy lead Jennie Shearer, we explore the troubling reality that most teachers have never been taught how to support struggling readers.Jennie shares her frustration with CPD sessions that fail to address this fundamental gap in teacher knowledge. "If students don't understand what we're asking them—not because they don't understand the question but because they don't understand the words—it's irrelevant," she explains, highlighting why the traditional approach to literacy instruction falls short for our most vulnerable learners.Drawing from her extensive experience as both a literacy lead and classroom teacher, Jennie offers practical strategies that any teacher can implement. We discuss the power of grounding new concepts in familiar contexts, exploring etymology and word roots, and reconceptualising literacy as more than just technical accuracy. The conversation moves beyond the mechanics of reading to consider how vocabulary instruction opens doorways to deeper conceptual understanding across all subjects.The discussion takes a powerful turn when we consider the broader implications of literacy beyond school walls. With approximately 15-18% of adults lacking functional literacy, the stakes couldn't be higher. As Jennie poignantly notes, the difference between survival and thriving often comes down to whether students can access information independently.Whether you're an English teacher, science specialist, or school leader, this conversation challenges you to see reading instruction as everyone's responsibility. How might our schools transform if literacy were treated not as a policy mandate but as a fundamental aspect of school culture? Listen now to join this essential conversation about reimagining literacy education for all learners.
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35. Breaking literacy barriers with Kaley Macis-Riley and Laura May Rowlands
Apr 29, 202500:39:42Tap to summarizeHost Andy Sammons welcomes two extraordinary educators who are transforming how schools approach literacy: Kaley Macis-Riley, Senior Lead for Quality of Education, and Laura May Rowlands, Head of English. Both working in schools with high levels of disadvantage, they share candidly about their journey to establish thriving reading cultures in an age dominated by smartphones and digital distractions.Kaley reveals how her school moved away from ineffective silent reading sessions to implementing the FAST reading approach—a structured method where adults model expressive reading of challenging, contextually relevant texts. She explains how they've created the "Samworth Canon," carefully selecting books students wouldn't typically choose themselves but that open new worlds and perspectives. This approach acknowledges that many students aren't naturally reading for pleasure, and instead creates purposeful reading experiences with explicit vocabulary instruction.Laura describes her school's multi-faceted literacy strategy, including their remarkable success with Bedrock Vocabulary, their vibrant library space, and even a book vending machine that serves as a visible celebration of reading achievement. She emphasises how they've made reading "a joyful thing" through careful text selection and explicit connections between vocabulary across different subjects.Both educators passionately advocate for disciplinary literacy—teaching students the specific language patterns of different subjects. From science teachers exploring etymology to history teachers explicitly teaching adverbial phrases, they describe how this approach empowers students to articulate complex ideas with confidence. As Laura notes, "When you are given the knowledge of how to articulate yourself...you're more likely to have an opinion and communicate your perspective."Most powerfully, they speak to the moral imperative behind their work. Kaley emphasises explaining the "why" to students: "The biggest factor for your success outside of socio-economic background is literacy." Their ultimate goal transcends academic outcomes—they're ensuring students can confidently take their place in society, participate in discourse, and avoid manipulation due to limited literacy skills.For anyone concerned about student literacy or seeking to build a more effective reading culture, this conversation offers both practical strategies and profound inspiration. These educators demonstrate that with the right approaches, schools can nurture confident, curious readers ready to engage with complex texts and ideas across all subjects.
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34. The Role of EdTech within Literacy with Jenny Webb
Apr 22, 202500:37:01Tap to summarizeWhat happens when we treat reading as a checkbox rather than an ongoing developmental journey? Jenny Webb, Director of English and Literacy at Carlton Academy Trust, pulls back the curtain on the challenging reality of literacy in UK schools today.Despite government claims about improvements in reading standards, educators are experiencing something quite different in classrooms. Jenny explains how up to 25% of children in less advantaged areas cannot functionally read, yet many schools remain unaware because they're not testing properly. She challenges the artificial barrier we've created between reading and learning, arguing that reading proficiency continues developing throughout teenage years and beyond - long after basic phonics have been mastered.The conversation explores how schools function as evolving ecosystems requiring flexible, adaptable systems rather than one-size-fits-all approaches. Each year brings new cohorts with different needs, yet school leaders often face immense pressure to move quickly to the next initiative instead of maintaining sustained attention on literacy development.Educational technology emerges as a powerful ally when implemented thoughtfully. Jenny shares how adaptive reading assessments can provide nuanced understanding of students' abilities, freeing teachers to focus on the meaningful human connections that make education transformative. "What has to be me and what doesn't have to be me?" she asks, articulating the complementary relationship between technology and teaching.Whether you're an educator, parent, or literacy advocate, this conversation offers a compelling framework for understanding and addressing the complex literacy challenges facing students today. Listen now to discover how combining sound educational principles, responsive technology, and human connection can create more effective literacy development for all students.
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33. Getting implementation right: Upstream, downstream and root causes with Mark Miller
Mar 27, 202500:33:50Tap to summarizeHow do schools successfully implement change that actually sticks? Mark Miller, Director of Bradford Research School, joins us to break down the recent updates to the Education Endowment Foundation's implementation guidance - revealing why the social dimensions of change might be the most critical factor for success.The conversation dives deep into why schools often rush past the crucial "explore" phase of implementation, jumping to solutions before properly understanding problems. Mark shares practical strategies for "shrinking" nebulous issues like literacy into manageable components using frameworks such as the Reading House and the Simple View of Writing. We explore the distinction between upstream causes and downstream symptoms in education - illustrated through the powerful metaphor of people falling into a river. Do we rescue them downstream or prevent them from falling in upstream? The answer, of course, is both - but knowing where to focus limited resources requires careful analysis.Perhaps most valuable is Mark's insight into the three key implementation behaviours: engage, reflect, and unite. These social processes determine whether change efforts succeed or fail in educational settings. When schools unite around core values, engage diverse stakeholders, and reflect continuously on progress, implementation becomes not just a technical process but a powerful catalyst for school improvement.Whether you're tackling literacy challenges, behaviour systems, or curriculum redesign, this conversation offers practical wisdom for making change that genuinely transforms student outcomes. What problem are you really trying to solve, and are you taking the time to explore it properly?Mark has led Bradford Research School since its inception in 2018. He has worked for Dixons Academies Trust for over a decade, having spent many years at Dixons Kings Academy, teaching English and leading teacher development. Before that, he was a lead practitioner in English, working in Leeds.Mark works with teachers and school leaders regionally and nationally to implement evidence-informed approaches that can improve outcomes for all children and young people, but particularly those from socio-economically disadvantaged backgrounds. You can hear more from Mark via @markmillerteach and Bradford Research School via @BradResearchSch.
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