Dyslexia
The following document was the outcome of some development worker focus, within the West Midlands, alongside Skills for Life improvement activities.
It is being circulated, for interest, to give a wider opportunity for the ideas to be used where appropriate.
Without detracting from any need for some learners to have specific assessments and specific support (e.g. around dyslexia, dyscalculia) the question was posed ‘What is the menu of things that every teacher can draw on, in every lesson, in order to give better broad underlying support to most learners through good teaching and learning practices?’ This document pulls together the results of the development worker activity in response to that challenge.

What works in raising achievement levels in underachieving groups/pupils
The following activities are drawn from a wide variety of national ‘what works’ documents plus the outcomes from local work on raising achievement for specific groups. The lists focus on classroom practices and the processes that support those in terms of organisational management, professional development and community support.

The lists could form a set of triggers for thinking at school level; could be used in staff discussions; could be fed into a range of support and development activities etc.

System or Stereotype?
What can we do to close the educational ‘attainment gap’ for black and minority ethnic pupils in Birmingham

The Impact of Interventions on the Literacy and Numeracy in Birmingham Primary Schools 2003-2004?
This commissioned report considers the impact of major strategies on Literacy and Numeracy in Birmingham primary schools across the academic year 2003 to 2004.

"What makes a difference?" Effective literacy and numeracy interventions in secondary schools.
The purpose of this commissioned report was to identify and provide information about approaches and activities which appear to be having a discernible impact on secondary aged pupils, whether this impact be related to academic, social or emotional development.