Many of our flagship schools have had Ofsted Inspections or Local Authority Reviews where nice things have been said about the work we have done through consultancy or insets or how the Literary Curriculum has been implemented to support Reading and Writing outcomes. They will happily talk to you about the impact they feel this has had on:
We are also very excited about schools who are using the Literary Curriculum who get back in touch to tell us how they are getting on.
Here are some quotes that we feel capture the points above from recent inspections of schools who have fully implemented the Literary Curriculum.
The themes and lessons are both engaging and exciting and the plans are full of ideas we would never have thought of but which make learning practical and clear. The children read good quality texts and explore challenging concepts which has led to valuable discussions and some brilliant writing for a range of purposes.
The school’s investment in reading has been the catalyst for raising standards in writing. Every class works from a core text on a three-weekly cycle. Each text is carefully chosen to develop pupils’ imagination, vocabulary, language structure and a love of reading. Where possible, careful links are made to the wider curriculum so that pupils apply their reading skills to writing in a range of contexts.
Because of the quality texts, bespoke CPD and expert consultancy, we are the most improved school for writing in our Local Authority. Our children’s love and knowledge of literature has grown exponentially, and our staff are thoroughly enjoying teaching the planning sequences. This has all been achieved in our first year of implementing and working with The Literacy Tree!
My class couldn’t put Beetle Boy down and the Literary Leaf for it offered great opportunities for discussion and engagement. I, along with my students, always looked forward to our reading lessons. The activities were simple yet offered opportunities for rich discussion, complex inference and, most importantly, they created a learning environment where a love of reading was at the forefront. My whole class could access the learning and enjoyed taking part in it. After finishing the book, many of them rushed home to convince their parents to buy the next book in the series. Some children even thanked me for it in their end of year thank you cards!
Teachers choose texts which challenge pupils of all abilities.
Curriculum innovations are having an impact on outcomes for pupils, particularly in the progress they now make in writing.
Teachers select books carefully in every class to help disadvantaged pupils improve their reading and comprehension skills. As a result, the teaching of writing is now matched more precisely to what pupils need to learn next.
All spelling units are directly linked to the high quality text we use for English. We love them! The children then take the spellings linked to the appropriate rule home to learn for the week.
The clear and detailed planning sequences are another huge advantage of the Literary Curriculum. This solid foundation gives teacher the time to consider how to personalise the learning to the needs of particular classes, as well unleashing enormously imaginative ‘hooks’ into a book.
(Pupils) show a real interest in books and are developing a love of reading across the school. Pupils told us, ‘We are a book school.’
Pupils read a wide range of high-quality books at school and home.
The themes of the ‘creative curriculum’ link to books they are studying in English. For example, in Year 6 pupils learn about ‘love and conflict’ using Shakespeare’s ‘Romeo and Juliet’ and ancient Greek myths.
Because the texts are so engaging children (and adults) are quickly drawn into them. This supports their vocabulary and reading skills as well as supporting their writing.
As soon as we introduced the curriculum we observed an immediate impact in the engagement of the children. The beauty of the curriculum is that it completely immerses children in a single story for an extended period of time and interest and enthusiasm in literacy lessons rocketed across the school. The children are able to hang on to an enjoyable story, using it as the foundation for writing for different purposes and fuel their interest of richer, more descriptive language.
I feel incredibly lucky that my path has crossed with The Literacy Tree. It's an absolute privilege to be working with such talented and instinctive professionals who put their enthusiasm for literacy and children's learning at the very centre of what they do. As an author, it's one of the big joys of my job. I've been lucky enough to visit a class who's completed one of their finely-tuned sequences, to speak to the teachers who are in the middle of their immersive training, and so I have seen first hand the impact of their terrific work. I've witnessed that infectious passion they have for literature and language being passed from The Literacy Tree to teacher to student. There are few other programmes I have worked with that have been as inspiring.
Children at Dulwich Wood have developed a real love of reading and awareness of authors since we started using the Literary Curriculum resources. Because each sequence begins with a hook that enthuses and engages the children, it offers creative and real life opportunities linking to our whole school Learning Journeys. Teachers find the resources really accessible and can easily adapt them to other books and areas of the curriculum.
I am so thrilled that The Literary Curriculum is using The Journey Home. It means everything to me to see my books reaching the hands of school children and you have been an incredible help in that. Thank you also for always highlighting The Journey Home on twitter. I see so many tweets from schools sharing the work they create using my book and I am so pleased your resources have brought it to the attention of so many.
Exposing our children to high quality, age-appropriate literature from a range of authors has allowed them to really write for purpose, be mindful of their audience and showcase the learning they have experienced in their own writing. Our children particularly enjoy the stimulating entry point experiences that allow us to introduce the text to the pupils in an exciting and gripping way.
KS: Lower KS2
Year Group: Year 4
KS: Lower KS2
Year Group: Year 4
KS: Upper KS2
Year Group: Year 5