In my role as an English education advisor and key stage 2 writing moderator, I often meet teachers who have been given a performance management target to increase the percentage of pupils who manage to attain the Greater Depth Standard (or school equivalent) in writing by the end of the year.
This is, of course, totally understandable. As an experienced senior leader myself, I recognise the importance of challenging and ambitious targets – for pupils, teachers and for the school as a whole.
However, does this and can this approach convert into a child becoming a better writer? Or does it simply attempt to reduce the complexity of learning to write into a bland and overly simplistic numerical form?
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