Why ‘in school’ works: the power of localised structured literacy approaches PLD
By Nikki King and Kathryn Eltringham on July 24, 2025 in Local curriculum design
Want to see why in-school PLD is making such a difference? Read our latest blog: Why ‘in school’ works – the power of localised structured literacy approaches PLD, featuring insights from facilitator Kathryn Eltringham and the schools she supports.
When it comes to building knowledge and shifting practice across a whole school, how and where professional learning happens matters. One approach that’s gaining traction and delivering real results is in-school delivery of structured literacy approaches PLD.
I spoke with facilitator Kathryn Eltringham and schools she’s worked with to explore what makes this model so impactful.
Learning together, where it matters most
The biggest advantage? Everyone’s in the same room, literally and metaphorically.
“In the past, schools would send one or two teachers each term,” says Kathryn. “With in-school delivery, you can put your whole staff through the PLD in the same term. That accelerates the uptake of structured literacy approaches across the school.”
This model reduces barriers. There’s no need to travel, find parking, or use precious time doing either of those things. Instead, the facilitator comes to the school, and the workshops and communities of practice are scheduled to suit the school’s rhythm.
“Schools can use a cascading model with relievers to release whole teams,” Kathryn explains. “It’s about working with what they’ve got, not adding pressure.”
Tailored, timely, team based
Kathryn’s approach is deeply responsive. “I love that the content can be delivered to suit the needs of the participants. The programme stays consistent, but where we dwell reflects what the team needs at the time.”
In one school, she ran the same workshop three times - once for each team. The teachers of ākonga in years 0 – 3 had a greater focus on phonics, while the teachers of years 4 – 6 dove into spelling and comprehension.
“Each team got what they needed,” says Kathryn. “It was co-designed with the school. We could tailor the timing, group sizes, frequency and content. That flexibility is gold.”
Creating space for rich conversations
Beyond the logistics, there’s something more powerful happening. With the whole team learning together, conversations go deeper.
In-school leaders highlighted how valuable it was to talk together, learn together, plan together. Teams shared expertise, challenged ideas, and refined their practice in a safe space.
One deputy principal emphasised the importance of teams staying together during their workshops: “It meant they could learn, question, and plan implementation together. That’s what makes the learning stick.”
Kathryn agrees. “In-school delivery creates the kind of safe space where robust, honest conversations can occur. We build relationships quickly. I listen to what the teachers say, and the more I learn, the more tailored the PLD becomes. I can help address the challenges because I understand them.”
A principal’s perspective
The value of in-school delivery isn’t just about convenience - it’s about wellbeing too.
As one principal shared:
Another principal shared:
The verdict
Programme manager Kaye Brunton sums it up:
“It’s convenient. We come to leaders and teachers. They don’t have to go anywhere. They save time and energy, and they get more contextualised PLD.”
As the programme manager for our structured literacy approaches PLD, Kaye oversees all in-school delivery. Her summary reflects what many schools are telling us - that in-school delivery offers a powerful way to engage whole teams, with support that fits their context and priorities.
In-school delivery isn’t the only way to engage with structured literacy approaches PLD, but for many schools, it’s an ideal fit. It brings the right learning to the right people, in the right way, at the right time.
And that’s what makes change possible.
Ready to bring structured literacy approaches to your staffroom?
In-school delivery is available in term four as part of Ministry-funded PLD for cohort six. Let’s co-design a model that works for your school.
