‘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


 ‘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


‘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