mike@topmarksliteracy.com

07905 756308

mike@topmarksliteracy.com

07905 756308

A bespoke consultancy tailored to meet your needs

Top Marks Literacy offers bespoke consultancy support to primary schools. This involves strategic meetings with head teachers and school leaders, intensive work with individual teachers or groups of teachers to develop skills and confidence, and whole-staff training sessions.

Top Marks Literacy Bespoke Consultancy 

In most schools that Top Marks work with, the problem is that existing schemes are overwhelming children by expecting them to get to grips with numerous skills in one unit of planning, often before the children are ready. My approach is a ‘less is more’ approach, which allows for more rigour and more clarity for both teacher and pupil. The teachers can be really precise about their feedback (focus skill + personal target) and children can concentrate their attention on limited expectations and how to take their next steps as writers.

For some schools, the consultancy support ensures that Top Marks Literacy’s Steps to Writing Mastery is delivered successfully. For others, it brings a better understanding of how existing resources can be used to best effect.  Clients are left with a clear pathway to take writing forward in their setting, practical resources for the classroom and ongoing support over the phone and email.

Our children now have a much greater understanding of sentence construction and the purpose of their writing. We have moved so far away from the "I don't know why you’re asking me to do this” to children wanting to talk about and show off their new skills.

The much stronger foundations in sentence construction is giving children the confidence to explore how they can express themselves in writing.

Mastery in Writing is the organised, funnelled, streamlined and refined approach that I think all teachers of Primary English were looking for. I’m enjoying teaching English much more than I have done for years!”

“Steps to Writing Mastery has had a transformative impact on both teaching and learning in our school. Teachers feel empowered by the clarity and structure of the scheme, which provides a strong progression model while still allowing creativity in delivery.

TESTIMONIAL 1

“Most importantly, pupils are thriving. They speak with enthusiasm about writing and we have seen a marked improvement in their confidence, grammatical knowledge and ability to sustain extended pieces.”

TESTIMONIAL 2

“The scheme has shifted the culture of writing at our school.  We are delighted with the impact it is having on our children’s outcomes and their enjoyment of writing.”

TESTIMONIAL 3

“The project has brought about key improvements in teaching and learning.

  • All children are able to access the learning through carefully thought-out tasks and clear lesson structures.
  • Children build confidence and motivation through small, personalised successes.
  • Grouping ensures teachers respond quickly to pupils’ needs, helping to reduce gaps in learning.
  • Dedicated time for oracy development is embedded into planning, supporting vocabulary, reasoning and communication skills.”

TESTIMONIAL 4

“Feedback from staff has been very positive. Teachers report improved lesson clarity, stronger pupil engagement and more consistent progression across the cohort.”

TESTIMONIAL 5

“The children have loved the variety of teaching techniques. The talking trios discussion work facilitated purposeful communication and developed critical thinking skills. This talk for writing has fuelled some excellent ideas, ensuring that the children are always eager to write at length. This, underpinned by the explicit teaching of grammar and sentence construction skills, equipped the children for confident and effective writing.”
TESTIMONIAL 6

“The choice of books for each unit is inspiring to both staff and pupils, with the added benefit of delivering aspects of the PSHE curriculum. This helped us with our wider curriculum coverage and gave children time to reflect on these topics with care and sensitivity.

TESTIMONIAL 7

"Staff confidence in teaching grammar has also really improved. The multi-layered approach to grammar learning is excellent. We are assured that every aspect of the grammar curriculum is being taught rigorously and systematically. The children’s writing is really improving as a result.”

TESTIMONIAL 8

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