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.
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.