Pathways to Progress is a structured, sentence-level programme designed to support pupils who are working towards the expected standard. The programme is flexible and can be used either as a small-group intervention or as highly effective grammar starters for whole-class English lessons.
“The best way to teach pupils to write is by teaching them to master sentences.” The Writing Framework
Research is clear that secure sentence construction underpins writing success.
“Sentence-level teaching… is the engine that propels pupils from writing the way they speak to using the structures of written language.” The Writing Framework
Pathways to Progress takes a step‑by‑step, carefully sequenced approach enabling pupils to:
secure single‑clause sentences before moving to greater complexity
rehearse sentences orally before writing
build fluency without being overwhelmed
“Teaching well-formed sentences needs to be done step by step.” The Writing Framework
Pathways to Progress is not a standalone intervention. It is carefully designed to sit alongside Pathways to Write, ensuring coherence, consistency and impact while remaining flexible enough to transfer to any high‑quality class text a school chooses to follow.
Pathways to Progress skills align directly with Pathways to Write Gateway Keys to allow for consolidation of previously taught skills
Resources and examples are colour‑coded to match Set 1 and Set 2 Pathways to Write texts
Sessions are based on familiar class texts, reducing cognitive load and supporting the transfer of skills
The same approach can be applied easily to alternative texts, ensuring schools retain autonomy over their curriculum choices
“To help manage the cognitive demands of writing, it is important that pupils write about topics with which they are already familiar.” The Writing Framework, p57
Some pupils need additional, carefully planned support to secure sentence‑level writing before they can write longer pieces with confidence. At the same time, many classes benefit from regular, structured opportunities to revisit and consolidate sentence‑level skills as part of whole‑class teaching.
“It is vital to identify which pupils need additional support as early as possible and determine the right approach to adapt teaching.” The Writing Framework, p74
The programme supports this through:
links to the Pathways Gateway process, allowing teachers to assess and identify where gaps lie
a clear, progressive sequence of objectives
short, structured sessions
regular opportunities to revisit, practise and secure previously taught skills
“There may be circumstances where individual support, separate from whole-class teaching, is required.” The Writing Framework, p76
All objectives are carefully mapped from Year 1 to Year 6, initially consolidating learning from the previous year before supporting pupils to move towards age‑related expectations.
For pupils working significantly below the expected standard for their year group, schools may choose to use units from earlier year groups to create a more bespoke and responsive intervention, while maintaining coherence with classroom learning.
Preview a sample CPD lesson
“We will improve professional development for staff at all points in their career.” The White Paper
Matching subject knowledge videos for each unit provide focused CPD to support accurate pitch, progression of skills across KS1 and KS2 and consistency across the teaching team.
These short, targeted videos clarify key teaching points, model expectations and support staff to deliver the programme with confidence and consistency. This ensures the programme is implemented as intended and supports high‑quality delivery for all pupils.
Pathways to Progress will give you the tools to help your pupils flourish in English. Resources will increase engagement and attitude towards learning by empowering pupils through extra support.
Detailed units of work for each half term for Year 1 to Year 6
Ensures application of skills beyond the intervention
Flexible modules which can be targeted to different groups of pupils - whole-class, 1:1 or small groups
Units linked to the engaging and diverse texts used in Pathways to Write set 1 & 2
Training video and methodology to support implementation as well as subject knowledge videos to support CPD
Created in line with the latest research and pedagogy
Progressive development of writing skills through the mastery approach
Fully resourced sessions to ease teachers’ workload
Full coverage of grammar and punctuation for each year group
Teach as an intervention
3 x 20 minute sessions per week
Pathways to Progress follows a simple weekly structure to allow for simple integration. The small group setting ensures this target group make steady progress while feeling more prepared and confident for their English lessons.
Review and Teach
Each week starts with an opportunity to revisit and review prior learning. The ‘Teach’ phase focuses on explicit instruction of clear teaching points with new learning carefully modelled and broken down into manageable steps. Pupils orally rehearse sentences aloud before writing.
Practise
Learning from Session 1 is reinforced through carefully designed practice tasks, allowing pupils to build fluency and confidence in manageable steps. Pupils work collaboratively at this stage to build confidence and allow teachers to address misconceptions.
Apply
Pupils apply their learning through short, purposeful writing opportunities. Each ‘Apply’ session begins with a brief writing warm‑up to support development of the gross and fine motor skills. Pupils move from supported practice towards more independent application, allowing responsibility to gradually transfer from teacher to pupil.
Teach as a daily whole class grammar starter
Pathways to Progress can be easily adapted to use with the whole class as a 10-minute starter activity before an English lesson. This allows prior learning to be consolidated before moving onto more complex learning.
Day 1
Use the Review activity to recap a previously taught skill. Pupils then evaluate their application of this by looking at their English books.
Day 2
The Teach activity will allow the teacher to explain a key teaching point, model examples and pupils to practise the skill orally.
Day 3 & 4
Split the Practise activity across two days, allowing pupils plenty of opportunity to have a go with a partner. Pupils may be given a resource or use sentence strips to practise using the key skill.
Day 5
The Apply activity is simple to amend so pupils can apply the focus skill through a dictation exercise or by composing and writing several sentences.
1. A one‑off first‑year price (includes all resources + 12 months access)
2. An ongoing annual subscription (from Year 2 onwards)
These costs are not the same and are charged at different times.
Prices are subject to VAT.
Subscription
First-year price
Annual subscription
Full package (year 1 - year 6)
£595
£120
KS1 (year 1 - year 2)
£225
£40
KS2 (year 3 - year 6)
£435
£80
Year 1: Pay the first-year price Year 2 onwards: Pay the annual subscription only
If you are a current Pathways Platform user, you can apply here for a discounted price for your school.
What is included in the subscription?
A one‑year subscription includes full access to Pathways to Progress on the Platform. This includes planning and resources – six‑week units for every year group from Year 1 to Year 6; subject knowledge CPD videos linked to each unit; methodology and an introductory training video.
Where does the research behind Pathways to Progress come from and how is it kept up to date?
Pathways to Progress is informed by guidance from the Education Endowment Foundation (EEF) and the most recent government publications, including The Writing Framework, the Curriculum and Assessment Review and the Schools White Paper. The programme is reviewed regularly and updated in response to national guidance, emerging research and feedback from schools with updates shared through the Pathways Platform.
Can a teaching assistant deliver Pathways to Progress?
Yes. Pathways to Progress is designed to be delivered by a teacher, teaching assistant or tutor. Lesson plans are clear and structured, and each unit is supported by subject knowledge CPD videos. These videos support staff with subject knowledge, clarify key teaching points and help ensure consistent, high‑quality delivery regardless of who is delivering the sessions.
Are the videos intended for use with pupils?
No. The videos are designed as CPD for staff, not as teaching resources for pupils. They focus on strengthening subject knowledge, explaining progression and modelling effective approaches to teaching sentence‑level writing.
Do the same pupils need to follow the programme all year?
No. Pupils do not need to follow Pathways to Progress continuously throughout the year. Schools can use the programme flexibly, allowing pupils to dip in and out based on ongoing teacher assessment. Some units may be particularly appropriate at certain points, while others may not be needed, enabling targeted support that responds to pupils’ current needs.
How quickly should we see impact?
Progress is built gradually and securely. Schools often report early improvements in pupils’ confidence, engagement and willingness to write, with sustained impact as pupils apply their learning independently within English lessons.
★★★★★
Hartford Primary Deputy Head
Pathways to Progress is small, targeted steps. It’s excellent. It provides videos to watch so we can be sure we are delivering it correctly and getting the pitch right. Teachers are reporting an improvement in class work because of this transference of skills/ideas. The children are much more confident back in the classroom. We have also noticed that the literacy skills are also being transferred to other subjects such as history and geography. It is a pickup, ready-made intervention of a very high quality.
It’s not just the planning you get from the Literacy Company but guidance/videos of how to deliver. They are also on hand for any questions you may have or any support you may need. We really can’t fault them as a company or their resources.
★★★★★
Hartford Primary Year 4 Student
We love our super writer’s group. We are glad we are in it. We learn a bit more than the actual class do so sometimes we can help them.
★★★★★
KS2 Lead, Worple Primary
The Pathways to Progress intervention has been going really well at Worple and working brilliantly alongside the Pathways to Write units. We did some pupil voice interviews recently and had some lovely feedback from the children. Initially, several of the TAs who were tasked to run the intervention sessions were nervous about delivering it but the lesson scripts and videos are great cpd for all staff.
★★★★★
Rock Ferry Primary Headteacher
Staff wellbeing is a high priority for us- and having schemes which we know are embedded within high quality texts, has a mastery approach, and also is well sequenced and progressive saves staff time when planning and helps develop subject knowledge. The resources are clear and practical. Absolutely it is a cost-effective way to raise attainment in writing.
★★★★★
Sankey Valley St James CE Primary
The Pathways to Progress materials are a great resource. I like that it can be used as a standalone program, but also that it supports our current Pathways to Write planning. The children are enjoying the sessions and are actively engaged in them. Having all the resources available, including ready-made subject knowledge videos, means that I am able to set up the intervention with ease.
★★★★★
Sankey Valley St James CofE Primary Head, English Lead
One of our core school values is flourish and we have noticed that Pathways to Progress has allowed our children to see the progress which they are making in a small group setting. The children feel more prepared for the next English lesson and are participating more in whole class teaching sessions. The initial impact which we have seen is the engagement and attitude to learning of our children through using these materials.
★★★★★
Sankey Valley St James CofE Primary Head, English Lead
[Pathways to Progress] is an ideal resource for small group direct teaching to allow our children to reach their full potential and apply what they have been learning in the whole class English lessons. We would recommend other schools to use this resource as for many years we have used a variety of Pathways resources from The Literacy Company. They have enhanced the teaching and learning in the school and the support of the consultants have helped to implement them effectively.
★★★★★
Sankey Valley St James CofE Primary – English Lead
One of our core school values is flourish and we have noticed that Pathways to Progress has allowed our children to see the progress which they are making in a small group setting. The children feel more prepared for the next English lesson and are participating more in whole class teaching sessions. The initial impact which we have seen is the engagement and attitude to learning of our children through using these materials.
I am ready to start seeing progress from my working below pupils.
