The WRITE Project
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  • About the WRITE Project
  • Principles of the Project
  • The Project Model
  • Project Outcomes
  • Case Studies
    • Year 1: Caroline Day >
      • Year 1: Caroline Day - Working with language and genre
      • Year 1: Caroline Day - Using Storytelling
      • Year 1: Caroline Day - Using Journals
    • Year 3: Sam Maslen >
      • Year 3: Sam Maslen - Working with Language
      • Year 3: Sam Maslen - Working with Genre
      • Year 3: Sam Maslen - Using Storytelling
      • Year 3: Sam Maslen -Using Journals
    • Year 3: Brenda Griffin >
      • Year 3: Brenda Griffin - Working with Language
      • Year 3: Brenda Griffin - Working with Genre
      • Year 3: Brenda Griffin - Using Storytelling
      • Year 3: Brenda Griffin - Using Journals
      • Year 3: Brenda Griffin - Using Film
    • Year 3: Louise Raher >
      • Year 3: Louise Raher -Working with Genre
      • Year 3: Louise Raher - Using Sorytelling
    • Year 4: Emily Harrington >
      • Year 4: Emily Harrington - Working with Language
      • Year 4: Emily Harrington - Working with Genre
      • Year 4: Emily Harrington - Using Storytelling
      • Year 4: Emily Harrington - Using Journals
      • Year 4: Emily Harrington - Using Film
    • Year 4: Helen Shakespeare >
      • Year 4: Helen Shakespeare - Working with Language
      • Year 4: Helen Shakespeare- Working with Genre
      • Year 4: Helen Shakespeare - Using Storytelling
      • Year 4: Helen Shakespeare - Using Journals
  • Contact
  • Home
  • About the WRITE Project
  • Principles of the Project
  • The Project Model
  • Project Outcomes
  • Case Studies
    • Year 1: Caroline Day >
      • Year 1: Caroline Day - Working with language and genre
      • Year 1: Caroline Day - Using Storytelling
      • Year 1: Caroline Day - Using Journals
    • Year 3: Sam Maslen >
      • Year 3: Sam Maslen - Working with Language
      • Year 3: Sam Maslen - Working with Genre
      • Year 3: Sam Maslen - Using Storytelling
      • Year 3: Sam Maslen -Using Journals
    • Year 3: Brenda Griffin >
      • Year 3: Brenda Griffin - Working with Language
      • Year 3: Brenda Griffin - Working with Genre
      • Year 3: Brenda Griffin - Using Storytelling
      • Year 3: Brenda Griffin - Using Journals
      • Year 3: Brenda Griffin - Using Film
    • Year 3: Louise Raher >
      • Year 3: Louise Raher -Working with Genre
      • Year 3: Louise Raher - Using Sorytelling
    • Year 4: Emily Harrington >
      • Year 4: Emily Harrington - Working with Language
      • Year 4: Emily Harrington - Working with Genre
      • Year 4: Emily Harrington - Using Storytelling
      • Year 4: Emily Harrington - Using Journals
      • Year 4: Emily Harrington - Using Film
    • Year 4: Helen Shakespeare >
      • Year 4: Helen Shakespeare - Working with Language
      • Year 4: Helen Shakespeare- Working with Genre
      • Year 4: Helen Shakespeare - Using Storytelling
      • Year 4: Helen Shakespeare - Using Journals
  • Contact
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YOUR CART

Project Outcomes

​Overall progress

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At the beginning of the project, pupils' writing levels were baselined and these were compared to assessments submitted at the end of each term. 

It is clear that pupils whose teachers were involved in the progress made substantially more than expected progress.  Over the year. For some of the schools involved, this represents a dramatic improvement. 
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Children's progress was also compared to expectations extrapolated from the DFE document How do Pupils Progress during Key Stages 2 and 3, which demonstrates that rates of progress vary across the year and particularly that progress is slower in the Autumn term than it is in the Summer.  Progress for the pupils in years 4-6, for whom the data is comparable, made very substantially greater gains in the Autumn term than those in this large scale DFE study. 

​Progress of different Groups

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Analysis of the performance of children identified as belonging to different groups shows that the approaches benefited all learners, with the the greatest gains being made by some of our most vulnerable pupils. 


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When the 'gaps' in progress are analysed, it is clear that while they are still there, they are much narrower than is often the case, and that for some groups, the gaps are positive, i.e. the 'vulnerable' group is outperforming their 'not vulnerable' counterparts. ​