Biggin Hill Primary School, Hull 2008
There is a strong programme of phonics teaching which has a positive impact on pupils' reading throughout school. 

Red Lane Primary School, Bolton 2008
Pupils say that they enjoy literacy and numeracy lessons far more now that the work is so closely matched to their abilities.

Bessemer Grange Primary School, London 2008
Exciting new initiatives such as 'Success For All' and 'Big Writing' are already having a positive effect on improving achievement in English. Creative writing, spelling and grammar are improving because pupils are encouraged to be responsible for their own work, to mark and assess it.

St John and St James, London 2008
The 'Success for All' literacy programme has been instrumental in raising literacy standards and pupils have responded with great enthusiasm. 

Holy Trinity Primary School, Dalston 2008
The new approach to teaching English has proved very successful and many pupils make extremely good progress in their reading and writing. 

Webster Primary School, Manchester 2007
A recent innovation has been the use of the 'Success for All' programme, which is giving a strong focus to meeting pupils' needs in literacy. 

Manor Oak Primary School, London 2007
Planning is well matched to the needs of the children and adaptations are made where the school perceives a need. For example, they have successfully introduced a structured English scheme operating by ability rather than age so that pupils who arrive at school with low levels of English can slot in at the appropriate level.

Hamp Community Junior School, Somerset 2007
The new literacy programme has been effectively introduced and is encouraging pupils to develop good cooperative and listening skills.

Rye Oak Primary School, London 2007
Teaching groups based on prior attainment in 'Success for All' in English and in mathematics ensure that pupils at differing levels can make progress.

Hamp Nursery and Infant School, Somerset 2007
The successful teaching of a recently introduced phonics programme is having an immediate and discernible impact on raising standards in reading and writing. In Years 1 and 2, the teaching of phonics is very successful in raising standards.

Cooper and Jordan CofE Primary School, West Midlands 2007
Children make significant gains across all the areas of learning in the Nursery and Reception Year. By the end of Reception, almost all children reach the goals expected and a good number exceed them.

Adelaide Primary School, Hull 2007
Pupils achieve well. The provision for children in the Foundation Stage is very good and the children in the Nursery and Reception class make good progress 

Nightingale Primary School, London 2007
Achievement is now satisfactory overall, and pupils achieve well in reading and writing. This is because of an intensive programme that focuses on teaching the basic skills and very carefully tracks the progress of each child, so that no one slips through the net.

Hillcrest Primary School, Leeds 2007
Lessons are well planned and usually well matched to pupils' abilities. Teachers explain well what the pupils are to learn and check that they have understood. Every opportunity is taken to promote speaking skills. The use of 'talking partners' is particularly successful. Crucial improvement to pupils' speaking and writing skills underpins the rising standards in English.

Elmhurst Primary School, London 2006
From exceptionally low starting points on entry most pupils attain average standards by years 2 and 6. Pupils' overall achievement is outstanding and the majority of pupils who spend the whole of their school life at Elmhurst attain standards well above those expected for their age.

Shaw Wood Primary School, Doncaster 2006
The outstanding curriculum motivates pupils to work diligently. They are eager to experience as many new opportunities as possible. The school’s innovative literacy programme, Success For All, (SFA) is pivotal to the success the school enjoys. Pupils in mixed age groups work together each morning to extend their literacy skills. They say how much they enjoy these sessions.

Cayley Primary School, London 2006
In the Nursery and Reception classes children make exceptional progress in all areas of learning because of excellent teaching and support.

St Andrew's CofE Primary School, London 2006
The 'Success for All' English programme has made a very significant contribution to pupils' interest in learning, engagement and their participation in lessons. Pupils are very well motivated by it, concentrate well and work very well together.

Morningside Primary School, London 2006
In English, standards are much better than they were, because of an innovative and well-taught literacy programme the school has adopted.

Greenmount Primary School, Leeds 2006
Throughout the school pupils make outstanding gains in their learning.

Hargrave Park Primary School, London 2005
The use of the Success for All scheme to teach English across the school has proven to be very effective.

Holy Trinity CofE Primary School, London 2005
The recent initiative to improve literacy through the 'success for all' programme has been a good development. Early indications are that it has accelerated pupils' progress in literacy as well as having a wider impact on other areas of learning.

Ebor Gardens Primary School, Leeds 2005
The school is very keen for all pupils to succeed, a quest leading them to Success for All. This innovative curricular programme, which links the development of literacy skills with strategies that teach pupils to work collaboratively, has proved to be very successful and is well suited to pupils' needs and experience.

Cottingley Primary School, Leeds 2005
The success story has been the introduction of a very carefully structured scheme of work for literacy (Success for All). This provides teachers and support staff with very clear framework for their lessons and has done much to raise standards in reading in all year groups.

Bude Park Primary School, Hull 2004
The school provides a good curriculum, at the heart of which is the highly effective and much enjoyed Success for All programme for literacy.

Tilbury Manor Primary School, Tilbury 2004
A pacy, lively teaching style that keeps pupils’ attention.
The use of good quality resources in English which captures pupils’ interest.
High expectations of work and behaviour.

Bankside Primary School, Leeds 2003
There are positive signs that the more recently introduced Success for All programme in English is meeting most pupils' learning needs effectively.

Goose Green Primary School, London 2003
Success for All is implemented very successfully and is used well across all other subjects, such as history, geography, religious education, science and design and technology. As a result, the teaching of literacy across the curriculum is good.

Lansdowne Primary School, Tilbury 2003
…. Pupils of all ages and abilities enjoy coming to school and speak enthusiastically about lessons such as ‘Success for All’.

Shakespeare Primary School, Leeds 2003
There is a coherent approach to the teaching of English throughout the school and that learning is built on systematically. 

Arnhem Wharf Primary School, London 2002
The Success for All literacy programme has been introduced exceedingly well to the benefit of the pupils…

Coleford Primary School, Hull 2002
The Success for All scheme is much more than a literacy programme because it incorporates many elements to support pupils' personal development, such as co-operative learning, team and partner work.

Manor Oak Primary School, London 2002
The SFA signals teachers use to focus pupils' attention are consistently used in all subjects of the curriculum.

St John & St James Primary School, London 2002
The school's decision to adopt the Success for All programme has had an excellent impact on standards in English