Teach Primary Issue 19.6

42 | www.teachwire.net Our role is to walk alongside your team – it’s not a handover and a goodbye. We help build clarity, capacity and confidence, working with leaders and teachers to make a difference to provision and practice. What working with us looks like Step 1: Getting to know you The process beings with a short video call with your dedicated school improvement partner. Together, you will: • walk through the implementation project • explore how to access and use the teaching materials • share key documentation (e.g. SEF/SDP) • set visit dates and prepare for launch Step 2: Explore and prepare This is the first of three in-school consultancy days. It’s held anywhere between one to three months ahead of the project launch and focuses on vision and planning. During the day there will be: W ith expert support, high-quality resources and a focus on sustainable change, Leading English helps schools raise standards in writing and reduce workload – all through a trusted, collegiate partnership. In-school support is partnered with over 200 medium-term units, pedagogical tools and curriculum-aligned assessment material to transform English provision. We’re focused on one thing: sustainable, school-wide impact. Leading English is a practical and reflective approach that responds to your school’s unique needs. Successful implementation of school improvement takes careful consideration and planning, and we are there to help you on each stage of the journey. Start your journey to EXCELLENCE IN ENGLISH Inspire writing, clarify curriculum and lead with impact When it comes to writing, we focus on clarity and control. The newWriting Framework echoes our belief: emphasis should be on less hurried writing and more meaningful drafting. Modelled writing, sentence-level work, and purposeful redrafting sit at the heart of our approach. Step 3: Deliver The second consultancy visit takes place one to two months after the project launches and centres on implementation. Here we will: • hold a review session with the subject leader • operate co-planning, team teaching and drop-ins • organise pupil voice sessions and feedback • lead a CPD session (INSET or after school) Implementation is not intended to result in perfection overnight. We encourage iterative improvement: small tweaks, informed by staff voice, lesson observation and reflection. We believe in the importance of manageable, • a strategy session with the headteacher • planning and co-design with the subject lead • pupil voice sessions • CPD for the implementation team (slides provided) A key focus is placed on how the curriculum should not be viewed as documentation only; it is what’s taught in the classroom that’s key. ‘Lived not laminated’ is our curriculum mantra. We help leaders to foster genuine alignment between what’s written and what’s taught – as research shows this is critical to pupil outcomes. We advocate for curriculum-embedded assessment that helps teachers adapt in real time. It’s assessment that feeds forward, not data that sits in a file. We also support schools in embedding spoken language across the curriculum. Too often, oracy is treated as incidental. Pupils need explicit teaching, high-quality modelling and progression in speaking and listening if they are to thrive. Our units ensure oracy is part of English, not an optional extra. “Leading English aligns with the new Writing Framework” Visit leadingenglish.co.uk or email adam.lowing@leadingenglish.co.uk Ready to start your journey?