Building a scalable literacy framework post-phonics

The introduction of phonics teaching across England is considered by most to be a success. Many schools, however, struggle to support learners as they transition from phonics, automaticity and reading fluency to comprehension, broader language acquisition and literacy development.

Against this backdrop, Bedrock Learning recognised a critical need to build a comprehensive, evidence-based blueprint for its technology to bridge the chasm. This story follows the partnership between Bedrock and Angel Oak Academy, and the empirical study that shaped a scalable framework to implement the platform effectively at primary school level.

The STEP Academy Trust, spanning East Sussex and South London, has a strong focus on language. Its leaders were keen to build a partnership with Bedrock Learning, attracted to its research-based approach to driving educational attainment through Tier 2 and 3 vocabulary. In order to build a model through which the platform could be deployed Trust-wide, Bedrock was selectively implemented for 12 weeks at Angel Oak Academy in South London – a primary school nationally recognised for its learners' academic progress.

The study compared outcomes between two Year 4 classes - a test group using Bedrock, and a control – with impressive results. Professor Tim Mills MBE, Executive Director of Primary Education at the Trust, saw "a significant improvement in reading comprehension". But this was not all:

"Perhaps most important was the increase in self-confidence, self-efficacy, and self-worth that our pupils expressed as a result of their feelings that they had significantly improved their vocabulary."

Objective

To establish an empirically-tested, scalable model to implement Bedrock's literacy solution across primary schools, demonstrating how pedagogy and technology work hand-in-hand to drive cross-curricular educational transformation.

Design

A Year 4 cohort underwent a 12-week programme, with a test group of 30 learners using Bedrock's platform, and a control group for comparison. The programme seamlessly followed Angel Oak's curriculum to align with classroom learning, with a particular focus on Tier 3 vocabulary in Science, History and Geography.

• Baseline assessments: Both groups completed several standardised tests to assess initial proficiency levels.
• Implementation: The test group completed 2 Bedrock lessons per week, in school and at home.
• Evaluation: After 12 weeks, progress was measured using standardised and subject-specific tests.

Results

• Tier 2 vocabulary
• 211 lessons completed
• 136,500 words read (~4,706 per learner)
• 1,055 words learned (~117 per learner)
• Tier 3 vocabulary:
• 567 sessions completed
• 2,194 words learned (~75 per learner)
• 30% increase in Science test scores

Next steps

Building on the success of the pilot, Bedrock Learning will be expanded to the remaining Year 4 learners and all of Year 5, ultimately working towards a broader implementation across the STEP Academy Trust and into other schools. According to Professor Tim Mills MBE, "The Bedrock team were first-rate to work with... It's been a really productive relationship, and we're delighted with the outcomes."

Understanding the efficacy of a literacy programme must begin with establishing a baseline. Before implementing Bedrock, Angel Oak's Year 4 cohort underwent a series of standardised tests to assess their abilities - providing a critical point of comparison to measure progress.

Following the programme, both the test and control groups were reassessed to empirically evaluate Bedrock's impact. The results spoke volumes: the test group demonstrated significantly greater academic progress compared to the control.

Professor Tim Mills MBE reflects on its impact:

“The quality of vocabulary instruction we were able to deliver was consistently excellent, with clear, useful and valid assessment that built confidence in both teachers and pupils and enabled SLT to justify the time commitment and nullify the opportunity cost.

The link between reading comprehension and vocabulary was clearly evidenced by the substantial improvement in the reading assessments and further emphasised Reutzel & Cooter's (2015) assertion that vocabulary knowledge accounts for 80% of reading comprehension test scores.”

Teachers have observed a tangible shift in classroom culture, with learners becoming more engaged, confident and enthusiastic about their studies. As one Year 4 student from the test group reflected: "I feel I can put my hand up more to answer questions."

This has a powerful knock-on effect, encouraging pupils to speak up more in class and ultimately, develop a deeper love of learning. Confident learners are better equipped to thrive academically and beyond, with the self-belief to realise their full potential.

Perhaps most impressive is the pace at which the shift emerged. Achieving this in just 12 weeks showcases the extraordinary potential when a robust literacy programme is implemented long-term.

The programme not only benefitted pupils, but brought significant gains for the Academy's teachers. Staff received comprehensive CPD training and ongoing support, led by Bedrock's team of experts. This empowered teachers to deliver more effective lessons and strengthened their confidence in literacy instruction across the curriculum.

Bedrock also addressed the growing concern of teacher workload. By providing a structured curriculum with tailored resources, the platform reduced time and effort required for teachers to explicitly teach and assess vocabulary at a personalised level.

As Professor Tim Mills MBE notes:

"Although we spent (and spend) significant time training our teachers in vocabulary instruction, there was always an inevitable subject knowledge variance that affected teacher confidence, application and efficacy.

There is also the growing issue of teacher workload. The fact that Bedrock uses the same research base and instructional model [as the STEP Academy Trust] was appealing and reassuring, but with the significant advantage of mitigating those variances through its programme design and alleviating teacher workload."

By combining CPD opportunities with a workload-friendly approach, Bedrock ensures teachers can focus on what matters most: delivering high-quality education and fostering a true love of learning amongst their pupils.

Building confidence curriculum-wide

Bedrock empowers teachers by ensuring consistent, high-quality vocabulary instruction across the curriculum. The programme took literacy beyond the English department, spanning Science, History and Geography – mitigating what Professor Tim Mills MBE described as "inevitable subject knowledge variance that affected teacher confidence, application and efficacy."

Investing in futures

With its proven impact on vocabulary – a direct predictor of academic attainment – Bedrock delivers exceptional ongoing value. "The quality of vocabulary instruction we were able to deliver was consistently excellent... enabling SLT to justify the time commitment and nullify the opportunity costs," said Professor Tim Mills MBE. Schools investing in Bedrock are investing in meaningful, long-term success.

A proven strategy for every school

Ultimately, educators find reassurance in knowing their learners are equipped for future success. Bedrock doesn't just save teachers valuable time – it offers a proven solution to enhance children's outcomes beyond phonics. By focusing on research-led vocabulary instruction and reading comprehension, teachers can trust learners are building essential skills to thrive in school and beyond. In the words of Professor Tim Mills MBE, "Using Bedrock as a class-based, whole class language instruction model for 12 weeks has been transformational not only for the quality of teaching but for the pupils' outcomes."