Literacy. Learning. Leadership.

Who is The Literacy Coach?

My name is Sarah Green and I am The Literacy Coach. I am an experienced teacher and senior leader, currently working as Trust Director of Literacy for The Prospere Learning Trust in Manchester. I am also a former Literacy Content Specialist for The Education Endowment Foundation.

I strongly believe that high-quality literacy provision is an entitlement for all pupils, especially those who are disadvantaged, and am passionate about supporting teachers, schools and multi-academy trusts to do this in an evidence-informed way.

Please take a look at the consultancy services and training I provide, and don't hesitate to get in touch if I can support you to achieve your vision.

Sarah Green

How can I support you?

Discover more about the range of professional services I can provide. I constantly update this page, but if you still can’t find what you’re looking for, please feel free to get in touch – I am more than happy to help and discuss your needs.


Working with schools and trusts to review literacy provision, and support with effective implementation, as well as content writing for national organisations.


Supporting schools, trusts and organisations through keynote speaking and workshop delivery.


Providing schools and trusts with effective professional development, including INSETs, twilights and webinars.


Offering opportunities for middle, senior and trust leaders to benefit from coaching in literacy leadership.

Who do I work with?

I work with teachers, school leaders and multi-academy trusts across a range of phases and contexts, both in the UK and internationally. I regularly work with leaders within the EEF's Research School Network, national charities and other educational organisations, as well as local education authorities and teaching school hubs.

'But what does it look like?’
The importance of exemplifying research in practice

Here's a little taster...

'Recent years have witnessed huge interest in education research, with What Works Centres such as the Education Endowment Foundation (EEF) assuming an increasingly prominent role in promoting the use of high-quality evidence to inform school-based practice (Edovald and Nevill, 2020). However, ‘even when ideas are strongly supported by research, implementing them effectively can be difficult’ (Wiliam, 2017, p. 40). As observed by Wiliam, when implementing research-informed practices within diverse classrooms and contexts, there is a danger of ‘lethal mutations’, whereby over time, and through the dissemination process, sound pedagogic principles are gradually distorted, ultimately reducing their effectiveness...'

“Sarah joined us as a guest speaker at our Reading Fluency Expo ’22. Sarah’s session was incredibly well-received by our audience who valued her incisive insight into effective reading fluency practices. Throughout her session, Sarah demonstrated her incredible knowledge not just of reading fluency, but of how this work fits into the bigger picture of curriculum design and implementation in secondary settings.”

Penny Slater, Education Development and Partnership Lead