Teach-Primary-Issue-19.8

Adam Lowing explains how Leading English combines in-school support with over 200 medium-term units to transform your English provision... Leading English 1 GETTING STARTED The process begins 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. 2 VISION AND PLANNING Next comes the first of three in-school consultancy days. It’s held anywhere between one and three months ahead of the project launch and focuses on vision and planning. The visit will include: a strategy session with the headteacher; planning and co-design with the subject lead; pupil voice sessions; CPD for the implementation team (slides provided). The Leading English team help leaders to foster genuine alignment between what’s written and what’s taught – research shows this is critical to pupil outcomes. We advocate for curriculum-embedded assessment that helps teachers adapt in real time, and support schools in embedding spoken language across the curriculum. Our units ensure oracy is part of English, not an optional extra. 3 IMPLEMENTATION 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. At Leading English, we encourage iterative improvement: small tweaks, informed by staff voice, lesson observation and reflection. We believe in the importance of manageable, meaningful practice including modelling and more sentence-level control. We help you to bring this thinking into the classroom through practical strategies and supportive coaching. 4 REVIEW AND EVALUATION The final visit in the first year takes place three to six months post-launch and supports sustainability. It includes: a final review of the implementation plan; pupil voice and classroom observation; strategic CPD and leadership guidance; evaluation of impact; formulation of next steps. 5 ONGOING SUPPORT Ahead of each project day, you’ll receive a 30-minute planning call. CPD slides and visit notes are provided. Schools are encouraged to form an implementation team to embed change and trial approaches – we’re here for the journey. From regular planning calls to email support, we act as thought partners to help refine your strategy, troubleshoot challenges and celebrate success. We want to help you achieve real impact – not through shortcuts, but through structure, support and care. KEY POINTS Clarity and coherence: 200+ units structured to develop vocabulary, grammar and composition in small, purposeful steps. Save time on planning lessons. Inspiring model texts written by professional children’s authors such as Joshua Seigal. These are annotated to support confident, high-impact modelling. Pedagogy: Through coaching, CPD and co-planning, we help you build pedagogical approaches that lift quality, reduce workload and improve consistency. “Today’s experience helped me develop my leadership skills and increased my confidence in leading a whole-school project.” A Carter, Primary English lead REASONS TO TRY… 5 30 SECOND BRIEFING With 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. Contact: Book a free 30-minute strategy call at leadingenglish.co.uk or email adam.lowing@leadingenglish.co.uk www.teachwire.net | 59 PARTNER CONT ENT