What the participants say about the project…..
“There are so many things in the book that you don’t find out until you keep reading that you never get bored. It is like cooking. The food is bland until you add spices to it. The vocabulary is the spices. It makes your writing more interesting.” (Child)
“Compare me to where I was two years ago I think I’m miles ahead of where I was…having done this, the confidence to make sure I’m using the right language when I’m encouraging them to organise their work or how to develop the complexity of their sentences, the confidence has vastly increased. “(Lead Teacher)
“It has changed my teaching. My models for writing are better and allowing children to orally rehearse their ideas before they write has really helped them. It has been collaborative between the coach and I and had it not been it wouldn’t have worked.” (Teacher)
“The key thing for me is how it has developed the Lead Teacher as a teacher. I think it has increased her confidence massively in terms of delivering that type of material. And I think it is the methodology that has been used which she can now cascade to the rest of the department as well.” (Deputy Head)
“Pupils’ comprehension of mathematical vocabulary has improved and there was a significant increase in the mathematic results in Year 4 in the first year of the project.” Project lead
“The project fitted in with the school because oracy and talk for writing in particular were a key focus. I really like the I, We, You model because it has really helped the children in their writing. Their vocabulary and sentence structure has improved. There is a much sharper focus on identifying the vocabulary at the planning stage.” (Teacher)
Class teachers said that the success of the coaching model was due to the style of coaching. The coach never imposed a specific approach. The teachers were given the freedom to develop their own ideas, try things out and reflect on their own learning. Their enthusiasm for the project was infectious.