What do educational experts say about Write Time?

Write Time is based on the best available evidence on teaching writing, including the Education Endowment Foundation ‘Improving Literacy at KS2 Guidance Report’, alongside international evidence. Teaching the writing process deliberately and strategically, modelling skilfully, and utilising metacognitive strategies are all vital for developing writers and it forms the heart of the Write Time approach.’

Alex Quigley, Senior Associate, EEF, author of ‘Closing the Vocabulary Gap’ and ‘The Confident Teacher’

‘The Write Time project is supporting everything that emphasises quality in the English curriculum: challenging texts, ranges of styles and access to excellence for all!’

Bob Cox, author of the ‘Opening Doors’ series


What do teachers say about Write Time?

'A fantastic project, fundamentally changing the teaching and learning of writing.'

Philippa Bushell, Year 4 Teacher, Hempland Primary School, York


'I thoroughly enjoyed the project and the benefits in the classroom and the opportunities to chat and share with other colleagues in other settings.'

Glenys Engleman, Year 4 Teacher, Fishergate Primary School, York


‘The Writing Project has really, really helped with the children’s confidence; they feel like accomplished writers and the happiness radiates from them which is lovely to see.’

Esme Kelly, Year 4 Teacher, Carr Junior School, York


‘The impact of the Writing Project on our writers has been very good for our less and able writers across the board. We had tried lots of things before that didn’t have sustainable impact. The modelling has taken away the barriers for the less able learners and the more able, more confident writers have benefited from the massively wide range of vocabulary to use in their writing.’

Jeanette France, Year 5 Teacher and Senior Leader, Copmanthorpe Primary School, York


What does Ofsted say about Write Time?

‘A new approach to teaching writing, introduced at the start of the academic year, is consistent across all year groups. It focuses heavily upon teachers modelling the process of writing to pupils before they begin to write independently…the progress of pupils with low and middle prior attainment is accelerating as a result of this approach.’

Carr Junior, Ofsted, February 2018


'Teaching of writing is well matched to pupils' needs. The use of good-quality texts and curriculum experiences is inspiring pupils to write in an interesting and well-structured fashion.'

Clifton Green Primary School, Ofsted, September 2018


'The recent focus on improving the teaching of writing and mathematics has led to better outcomes for pupils currently in the school. For example, leaders developed further the use of verbal reasoning in mathematics lessons. As a result, pupils are able to explain their thinking with greater clarity. The use of more challenging texts in key stage 2 and the increased focus on drafting and editing have provided a stronger stretch and challenge for all pupils, including the most able pupils. Consequently, current pupils' progress in writing and mathematics is improving quickly.

St. Oswald's CE Primary School, Ofsted, March 2019