Abstract
The subject of how school staff can be supported in teaching children basic literacy skills has been the topic of debate for many years, with recent guidance continuing to stress the importance of this area of schooling (Brooks, 2007). One of the approaches often recommended by EPs in developing key literacy skills is Precision Teaching (PT). This article describes how an EP working in a school in the south-west of England used this approach to show how progress in reading could be developed compared to the usual literacy hour techniques. As part of an evaluation of a school development initiative, a heightened emphasis is given to reflections of the ‘systemic’ outcomes of the PT intervention in relation to how the style of training and support provided for the staff led to a sustainable change in practice.
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