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Kelsall Primary School – Pathways to Write – Case Study

About the school: Kelsall Primary & Nursery School, rural – just outside of Chester. Low PPG.

Number of classes: 9

Number on roll: 253

The Challenge:

Before adopting Pathways to Write as our mastery approach scheme of work, we had a disjointed system with lots of separate elements. Little bits of Alan Peat, Vocab Ninja and others. I felt that, although there was some good writing emerging from classes, there was not enough variety of genre and there was not a clear steer on when to teach particular elements of the curriculum. Diary entries featured heavily and staff were asking for more guidance.

As a staff, we looked at a range of schemes and invited The Literacy Company, amongst others, to speak to the whole team. It quickly emerged that the mastery approach alongside the detailed, progressive lesson plans would be the best to support the improvement and development of teaching writing in our setting.

Mastery Approach:

Our pupils enjoy the different books that they come across each term, and we have worked hard to link these to our other curriculum areas; weaving into drama, art and forest school sessions. They have a positive attitude towards writing and can clearly see the steps and ingredients that they need to include to improve their writing. The vast majority of pupils have become adept at analysing their own work, improving as they go. Outcomes post pandemic have ‘dropped’ slightly, but the fact that we have a reliable and consistent approach has meant that the vast majority of pupils have ‘caught-up’ quickly. The ‘catch-up’ and Pathways to Progress materials have been useful in bridging some obvious gaps that we saw across all year groups.

Writing outcomes continue to improve, and I feel that this is down to the clear planning and progression documents that form the backbone of the Pathways Literacy schemes of work.

The Impact:

The main thing that I see as a direct impact of introducing the Pathways to Write scheme of work is that teachers have a much better subject knowledge – particularly where grammar terminology is concerned. There is a sharper focus on the writing outcomes and the key steps required to reach them. Teachers are confident in delivering the lessons and are now more likely to adapt and change the plans to meet the needs of their individual cohorts and pupils. The resources that are provided, including Pathways to Spell, reduce teacher workload. They can quickly work through the whole half-term plan and use it to develop their lessons – directly using the resources and PowerPoints provided. The additional suggestions to other curriculum areas have really supported us as a school in developing our connected curriculum with Pathways to Write as a key driver. Kelsall Primary School: Year Group Overviews

 

I would highly recommend Pathways to Write to any school thinking about changing their writing curriculum.

The scheme is easy to implement and The Literacy Company CPD is always easy to access should you need a launch event or follow-up training. It is tremendous value for money, and there are always new and exciting units being developed so that teachers can change things up now and again. There are so many wonderful books with units of work to choose from that cover a wide range of subject matter. There are environmental and SMSC units that cover diversity and inclusion brilliantly. The Black Lives units are a must for all schools. The attainment of our pupils has certainly been raised due to Pathways to Write, but more importantly, the books excite and enthuse pupils to write, giving them a love of writing and reading.

Kelsall Primary & Nursery School