​Overall progress

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

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. 

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. ​