One of Great Heights Research School’s most impactful initiatives is the nationally recognised Fixing Fluency project – an evidence-informed approach designed to improve pupils’ reading fluency, comprehension and overall confidence in reading.

Developed in response to real classroom needs and rooted in the EEF’s guidance on improving literacy, the project combines research-backed strategies with practical classroom tools. It focuses on explicit fluency instruction, repeated reading, teacher modelling and structured peer practice – all aimed at helping children become more accurate, expressive and automatic readers.

Fixing Fluency was developed by Jessica Mellor, Head of Research School, who was awarded a £25,000 SHINE grant to support the project’s expansion and evaluation. This prestigious funding reflects the project’s potential to make a lasting difference to children’s reading outcomes, especially those from disadvantaged backgrounds.

What began within Great Heights Trust schools has now grown into a widely adopted approach, currently supporting 21 schools and around 1,500 pupils across the region. Feedback from participating schools has been overwhelmingly positive, with many reporting clear improvements in pupil engagement, fluency and reading attainment.

The success of Fixing Fluency has also led to wider sector recognition. It is increasingly cited as a model of how targeted, research-based interventions can lead to meaningful and sustainable improvements in literacy.