Early Signs of Improvement

Our latest assessment information shows emerging progress, particularly in the core transcription skills: handwriting, spelling, grammar and punctuation. This reflects the gains we saw soon after IAACW launched, where pupils responded well to clear modelling, structured practice and immediate feedback through ‘live marking’ or ‘checking for understanding’. 

These improvements remain at an early stage. While some pupils are moving forward strongly, for many the progress is small but meaningful,  positive steps that we need to continue nurturing over time.

Younger pupils are benefitting from strong foundations

Younger children, especially those who began IAACW early in their schooling, are showing the most noticeable early progress. With fewer historical gaps, they are building secure foundations in handwriting, spelling and sentence construction. Because misconceptions are addressed immediately within lessons, these pupils are forming accurate habits more quickly. 

Older pupils: progress is developing, but gaps remain

For pupils further up the school, progress is naturally slower and more uneven. Many are balancing the need to catch up on skills they did not fully secure before IAACW with learning new, more complex content. This makes their journey longer and more challenging, but we are encouraged by the small but steady improvements beginning to show.

Last year’s Year 6 cohort demonstrated that when IAACW becomes embedded over time, it can contribute to substantial gains: nearly 9 in 10 pupils achieved the expected standard in writing, an improvement linked to this approach. We are working towards similar long‑term outcomes for current pupils, but we are not there yet. 

Focused Work in Each Phase

Years 3 and 4: Strengthening the basics

In Years 3 and 4, we will continue to prioritise handwriting and spelling, the foundational skills that still need more time, practice and consistency to become secure. Alongside these, pupils will keep learning new writing skills, applying them step by step as their accuracy improves. This aligns closely with the IAACW emphasis on building strong habits through immediate, structured feedback. 

Years 5 and 6: Taking a closer look at pupils who need more

In Years 5 and 6, teachers will take a detailed look at pupils who have not made the progress we expected this term. Using our assessment processes, daily checking for understanding, ongoing formative assessment, and weekly 'I write' tasks, staff will pinpoint exactly what each pupil needs next.
These “next steps” will be discussed openly with families during the upcoming parent meetings, ensuring that school and home are working together to support each child. 

A realistic but confident outlook

While IAACW is still developing across the school, we remain confident in the approach. Its structure, clarity, and focus on accurate foundational skills mean that pupils can, and will, continue to make progress, though for many this will be gradual.

Writing was identified as a continued improvement priority for this academic year, with staff training focused on deepening and embedding the approach further. This work will take time, but the early signs show we are heading in the right direction. 

Support for those who need it most

We recognise that some pupils need more targeted support, including those with dyslexia or specific difficulties in handwriting or spelling. IAACW provides structured opportunities for practice and personalised feedback, and teachers use our assessment systems to identify gaps and respond quickly. 

These interventions will continue, and intensify where needed, over the coming term.

A Long‑Term Goal: Being “Secondary Ready”

Our ambition remains for nearly all pupils to leave Fielding secondary ready both academically and personally. Last year, 81% of Year 6 pupils reached the expected standard in reading, writing and maths combined, well above national figures. With writing progress now beginning to improve lower down the school, we are confident that this long‑term goal is achievable, even if we are still early in the journey. 

Looking ahead

These first green shoots of progress are promising ,but they are just the beginning. We will continue to monitor writing carefully, adapt our teaching based on what pupils need, and share updates with you as IAACW becomes more deeply embedded.

Clare Haines