Literacy Tree Impact Report 2026

Literacy Tree Impact Report 2026 Rooted in books, growing lifelong learners.

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Contents

Contents

1

CEO Reflection 2026

2

Impact at a Glance

3

Our Mission

4

What We Stand For

5

Literacy Tree: The Journey

6-7

What’s New

8

CPD

9

Pupil Voice

10

Teacher Voice

11

Supporting Subject Knowledge

12

Sustained Impact

13

Case Study: Goffs Oak Primary School

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Case Study: St John’s & St Clement’s CofE Primary School

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Case Study: GEMS Al Barsha National School

18-19

Case Study: St Gerard’s Catholic Primary School

20-21

Community & Network

22-23

EEF Trial

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Reach & Scale

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CEO Reflection In our first Impact Report, we told the story of how Literacy Tree had grown. We spoke about reach, scale and the strength of our community.

In 2026, we reflect on our next chapter.

This year, our confidence in the measurable impact of our work is stronger than ever. Through our Annual Members’ Survey, cross-phase Pupil Voice surveys and structured CPD evaluations, we are seeing clear evidence of Literacy Tree’s impact in classrooms. Children are becoming more confident writers. Teachers feel more secure in their subject knowledge. Schools report stronger engagement, deeper cultural exposure and greater curriculum coherence.

Alongside this, we have continued to strengthen the foundations of our work. We have refreshed our digital platform to better support teachers’ cognitive load. We have deepened implementation in established Literacy Tree schools. We have supported over 100 schools to participate in an independent Education Endowment Foundation literacy efficacy trial. And we have refined our approach in line with national research and the writing framework.

What encourages us most is not simply the scale of our reach, but the depth of change we are seeing: children taking pride in their writing; teachers growing in confidence; schools becoming part of a professional community that shares practice and learns together.

This report reflects that shift. It moves beyond describing what we offer and focuses instead on the difference our work is making in classrooms, schools and communities.

There is still much more to do, but this report gives us confidence that we are moving in the right direction. We are grateful to every teacher, leader, child and partner who has been part of that story.

Lynn Sear & Anthony Legon Co-founders and Co-CEOs

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Impact at a Glance – 2026 Children

100%

of KS1 pupils feel proud of their writing.

99%

of KS2 pupils report discovering new and exciting stories.

Teachers

100%

of teachers report increased pupil engagement and curiosity.

90%

of teachers report improved writing attainment.

96%

of KS2 pupils feel more confident in writing than last year.

94%

of KS2 report learning about different people and cultures.

94%

of teachers report improved subject knowledge.

94%

of teachers say resources are easy to use and implement.

Data taken from our Annual Members’ Survey 2026.

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Our Mission Since our last Impact Report, we have paused to reflect as a team, taking stock of our work and the impact we want to have going forward. Through honest conversation and shared thinking, we have refined what drives us and how we express our mission.

To change children’s lives through literacy.

To empower the teachers who make it happen.

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What We Stand For Giving every child a voice, and the tools to use it

Empowering the teachers who make it happen

Sparking a love for literature that provides a lifetime of enjoyment

Bringing high-quality literacy to every classroom

Our Aligned Partners & Accreditations Our Partners

Our Team and The Environment

B Corp certification Achieving B Corp certification is an incredibly proud moment for Literacy Tree and the team at the heart of it. It represents far more than a badge or accreditation. It is a recognition of our commitment to doing business in a way that benefits not only our organisation, but also our employees, communities, and the planet.

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Literacy Tree: The Journey 2012

2015

2016

Literacy Tree launch

100 Member Schools

First international school

2023 Literacy Tree App

2022

2020

1000 schools 40,000 teachers Mixed Age Planning

Home Learning Branches

2024 500+ book-based resources 100 + countries

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2017 Online platform launch Reading Leaves

2019

2018

RATE assessment tool

Online training expands Spellings Seeds

2025

2026

Platform and App refresh National efficacy trial with the EEF Vocabulary Vines

1 million children’s lives impacted 50,000+ teachers Story Saplings Live planning support

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What’s New Evolving the Platform Over the past year, Literacy Tree has continued to evolve in response to what schools need most: clarity; consistency; and ease of use. Our platform has been refined to bring planning, teaching, assessment, and CPD into one connected experience.

Every development has been shaped by teacher feedback and classroom practice, ensuring it works intuitively in real classrooms.

Platform Developments • • • • •

Refreshed design and improved user experience Central dashboard for clearer navigation and access In-app annotation of planning for real-time adaptation Live capture of pupil work, linked to curriculum objectives Integrated assessment for reading and writing

96% of teachers find Literacy Tree easy to implement.

Curriculum Enhancements • • • • • •

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Continued expansion of our planning resources Aligned with the writing framework and upcoming curriculum developments Alternative approach and resources for EYFS Reading Recommendations embedded across the curriculum Vocabulary Vines to develop rich, contextual word knowledge Bridging Bookmarks to support integrated reading in Writing Roots

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CPD Strengthening Practice: Curriculum, CPD & Classroom Impact At Literacy Tree, our development goes beyond the platform. By evolving our curriculum and professional development together, we ensure teachers feel confident, supported, and equipped to deliver high-quality literacy teaching. Embedding professional learning within our platform allows schools to move beyond implementation to sustained, long-term impact.

Professional Development That Works

• •

Over 100 hours of CPD per year for members Award-winning Teach Through a Text training, tailored to every year group Pedagogy workshops, planning support, and twilight sessions English Subject Leader meetings to strengthen leadership capacity

Supporting Sustained Improvement •

•

Tools for auditing success, curriculum mapping, assessment, and monitoring Ongoing consultancy and check-ins to ensure long-term impact

“

I feel much more confident in my ability to interpret the lessons and the resources in the planning, but particularly, differentiating to meet the needs of my cohort.

- Year 1 Teacher

“

• •

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Pupil Voice

- Year 2 child

Cultural Exposure

Our literacy lessons are the best. I wish we could do it all day!

- Year 6 child

Progress

96%

94%

of KS2 pupil report learning about diverse people and cultures.

We get to read books with different themes like being kind or selfish, looking after the planet and keeping peace.

Pupil voice reflects:

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- Year 4 child

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• Curiosity about different countries • Understanding diverse lives • Discussions about important themes

of KS2 pupils report discovering new and exciting stories.

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of KS2 pupils feel more confident in writing than last year.

I’m super proud of my biggest piece of writing yet. I’ve never written that much before!

– Year 6 child

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I am proud of my writing because I can express my ideas.

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99%

100% of KS1 pupils feel proud of their writing.

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Excitement

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Pride

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Teacher Voice Confidence & Subject Knowledge

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94%

The training we booked was fantastic and gave all of our staff a huge boost in their excitement and confidence to teach.

100%

“

– Deputy headteacher, state-funded rural small school.

of teachers report increased pupil engagement.

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of teachers report improved subject knowledge.

The children have really reacted amazingly to the books and the delivery. The feedback from the children is amazing and they’re gaining in confidence as the year progresses.

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– Class teacher, state-funded urban primary school.

Literacy Tree has widened our aspirations for the children and there is a strong consistency now throughout all year groups with how we teach.

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– Class teacher, state-funded coastal primary school.

Teachers consistently refer to: • Enhanced subject knowledge • Engaging teaching in context • Consistency across year groups • Reduced planning stress 11

Supporting Subject Knowledge Pedagogy Workshops

Teach Through a Text training

94%

100%

91%

100%

felt better prepared to deliver a book-based approach.

would recommend our training to a colleague.

would recommend our training to a colleague.

were extremely or very satisfied with the training.

“

I will use these techniques and incorporate them into my lessons either as group activities, whole class discussion or starter activities to identify prior knowledge.

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“

Thank you, I now feel confident in supporting all abilities within my setting. I just needed time and small steps to reset my subject knowledge in the area.

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Teachers Evaluation Quotations

Feedback from our post-training evaluations 2026.

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Sustained Impact Schools where the Literacy Tree approach is embedded over multiple years report: • • • •

Increased writing confidence Improved engagement Greater consistency Strengthened subject leadership

Flamstead End Primary School, Cheshunt Pupils achieving at a higher standard in reading, writing and maths 5

2023 Final

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2024 Final

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2025 Final 0

20

40

60

80

100

Percentage of pupils achieving a higher standard

St Gerard’s Catholic Primary School, Birmingham Pupils achieving at a higher standard in reading, 2023 Final

writing and maths Pupils meeting expected standard in reading, writing maths Pupils achieving at a and higher standard in reading, writing and maths

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2023 Final 2024 Final

67

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2023 Final 2024 Final 2025 Final

77

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2024 Final 0 2025 Final

40 60 80 80 Percentage of pupils achieving a higher standard 40 60 80 19 20

0 2025 Final

100 100

Percentage of pupils meeting the expected standard 20 40 60 80

0

100

Percentage of pupils achieving a higher standard

St John’s & St Clement’s CofE Primary School, London Pupils achieving at a higher standard in reading, writing and maths 9

2023 Final 2024 Final

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2025 Final

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20

40

60

80

Percentage of pupils achieving a higher standard

100

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CASE STUDY

Goffs Oak Primary School – Waltham Cross Written by Aimee Hart, Deputy Headteacher and English Subject Leader

Primary, mixed, community school Children on roll: 240

% Percentage of children eligible for free school meals: 7.7% Consistency, coverage, stamina, and engagement were key areas Goffs Oak Primary aimed to improve in the teaching of English. Following a rigorous trial period, the school-wide launch of a new, text-based approach was rolled out in the Summer term of 2024.

Implementation: The school benefited from the expertise of consultant support, who supported staff in mapping carefully selected texts to align with the school’s thematic foundation subject curriculum.

After the first term, whole-school training focused on live modelling and effectively utilising Writing Roots.

Staff commented on how valuable and inspiring the training was, highlighting how it boosted their confidence and gave them practical strategies to apply immediately.

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Its text-based approach stood out as the most powerful means of immersing children in language, genre, diversity, and purposeful writing. One of the most impactful features of the Literacy Tree is the Discovery Point lessons… acting as a powerful equaliser. Now, a year on, we’ve seen clear increases in both progress and attainment… our greatest achievement has been the shift in attitude.

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Impact: The impact on writing outcomes has been exceptional.

Increased enthusiasm for English throughout the school

Pupils are producing more frequent and higher-quality writing

Key writing concepts are embedded and applied

A genuine passion for reading has been ignited

independently

Goffs Oak hosted parent lessons centred on the Literacy Tree texts.

Feedback was overwhelmingly positive, with many parents praising the variety and richness of the texts.

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CASE STUDY

St John’s & St Clement’s CofE Primary School - London Written by Alli Crank, Headteacher

Primary, mixed, voluntary-aided, inner city school Children on roll: 376

% Percentage of children eligible for free school meals: 18.9% At SJSC, we believe that books are more than just stories. They are gateways to new ideas, exciting adventures, and endless possibilities. The book-based learning approach we use through Literacy Tree ignites a passion for reading and writing, empowering children to see themselves as authors, editors, bloggers, and storytellers.

Implementation: Each year group explores a concept each half term. Texts are carefully chosen to link with the concept and support deeper understanding. Literacy Tree planning sequences are adapted to meet the needs of our children.

Children write for purpose through: • • • •

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Instant and project-based publishing Exhibitions and showcases for families Cross-curricular links Ongoing CPD for staff

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The school promotes a love of reading at the heart of the curriculum.

Pupils learn to make deep connections in and across a broad range of subjects. Pupils “confidently explain how authors use imagery to develop characterisation.”

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- Ofsted

Impact: Children achieve strong outcomes with, English results exceeding national averages

Teachers are deeply engaged and committed

Ofsted praised our pupils’ ability to “confidently explain how authors use imagery to develop characterisation.”

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We enjoy the texts and planning sequences as much as the children!

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Children speak passionately about their reading and writing experiences

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CASE STUDY

GEMS Al Barsha National School – Dubai Written by Michelle Thomas, Principal / CEO

Dubai, United Arab Emirates Children on roll: 1,191 Emirati EAL pupils: 905 SEND pupils: 154 At GEMS Al Barsha National School (GNS), broadening children’s horizons and developing a genuine love of reading were central priorities for English improvement. As a diverse, multilingual community with a high proportion of EAL learners, we needed an approach that would immerse children in rich language, elevate the quality of writing, and purposefully deepen vocabulary across all phases.

Focus for Development: •

Increasing writing stamina and frequency

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Raising attainment in composition across year groups

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Ensuring consistent coverage and progression in writing genres

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Providing high-quality texts that would inspire, challenge, and excite pupils

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Strengthening vocabulary acquisition for EAL learners through purposeful, contextualised language exposure

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Implementation:

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Literacy Tree has quickly become a cornerstone of our school’s identity: raising standards, inspiring students and embedding a culture where reading and writing are celebrated daily.

To launch Literacy Tree with purpose and excitement, the whole school began the year with a whole school Writing Root: Journey, a stunning wordless picture book. This enabled every child from FS to Year 6 to access the same high-quality text, regardless of language background or reading level.

This launch culminated in a whole-school “Showcase Corridor” celebrating writing and art inspired by Journey. Following this success, we opened the next academic year (2025–26) with The Fox and the Star.

Since implementation, the school has: • • •

Aligned tiered vocabulary lists directly with Literacy Tree units Purchased class sets of core texts Integrated Literacy Tree texts into the GNS GEMS Reading Challenge

Impact: The influence of Literacy Tree at GEMS Al Barsha National School has been transformative across reading, writing, and classroom culture.

Writing Outcomes • • • •

Noticeable increases in writing stamina and sustained writing Greater purpose and clarity across genres Increased writing frequency and independence Attainment in writing has risen, with clearer evidence of progress

School Culture • • • •

A stronger, more visible reading culture has emerged Families engage more deeply with reading conversations at home Lessons feel more purposeful, engaging, and creatively energising

Reading and Engagement • • •

Students are highly invested in their class texts A growing number of pupils discuss authors, themes, and vocabulary with confidence Vocabulary development, particularly for EAL students, has accelerated

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CASE STUDY

St Gerard’s Catholic Primary School - Birmingham Written by Libby Cummings, English Subject Leader

Primary, mixed, voluntary-aided school Children on roll: 232

% Percentage of children eligible for free school meals: 45.7% At St Gerard’s Catholic Primary School, we believe that all children can learn to read, regardless of their background, needs or abilities. We aim to create a community of avid readers who read fluently and widely, and who are able to express preferences and opinions about the texts they encounter.

Implementation:

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We have been working with the Literacy Tree since September 2021. The immediate response was extremely positive… excitement about the varying texts and the engaging discovery point lessons.

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Initially used as a scheme, then adapted as a framework to allow teachers flexibility while maintaining clear skills progression and high-quality texts.

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Literacy Tree has changed our school for the better.

Impact: Children are more enthusiastic about reading at home and at school

Greater confidence in talking about reading

Writing impact • •

“The children want to write.”

“They have become passionate writers as there is a purpose to their writing and there is always an audience.”

Attainment has improved

School Culture • • •

Written independently to MPs and authors Taken part in debates, role play, and teacher-in-role learning Initiated campaigns such as #Cartoonsnotcruelty

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Community & Network Literacy Tree is more than a curriculum platform; it is a professional community.

Schools engage through live planning support, English Subject Leader meetings, pegagogy workshops, shared work sample galleries, and cross-school collaboration opportunities.

These structured touchpoints create spaces for dialogue, moderation, shared problem-solving, and celebration.

Professional Community Impact Includes: • English Subject Leader meetings • Work sample sharing • Cross-school collaboration

Teacher Feedback References Value In: • Shared expertise • Consistency across schools • Collaboration beyond their setting

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Flagship Schools Our Flagship Schools have been chosen for their innovative use of our book-based approach across the curriculum. They have adopted and adapted our planning sequences to complement their own topics or use our themes. Our flagship schools enjoy sharing how they have used our planning and CPD to support engagement and raise attainment in English with new schools looking to change their pedagogy and curriculum.

London, UK

Dubai, UAE

Milton Keynes, UK

Norfolk, UK

See our community page on literacytree.com for the full list of 20+ flagships schools

Lending Libraries

Publisher-Agnostic

Lending Libraries are a free lending service for Literacy Tree member schools so they can borrow sets of Reading Leaf books. We are focussed on building collections of the novels for our Reading Leaves, making these more accessible to schools across the UK.

We work with a wide range of publishers to ensure our resources are built around a diverse selection of books by a diverse pool of authors. We obtain rights directly from publishers so that our resources can be based on their texts. We are publisheragnostic: we value the classics just as much as contemporary titles and aim to represent a broad sweep of genres across our book choices.

Advisory Panels Our three representation panels are made up of teachers with the experience to guide and inform us to help us to ensure our chosen texts meet standards of inclusivity and authenticity in terms of representation of cultures and communities. The three panels are as follows:

Race & Cultures Panel

LGBTQIA+ Panel

SEND & Neurodivergence Panel

Our panels support us in making authentic text choices and ensuring schools have the tools to teach diverse texts confidently and thoughtfully.

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EEF Trial We are working with the Education Endowment Foundation and independent evaluators, RAND Europe and the University of Leeds, on an national trial testing the impact of applying a book-based approach to teaching writing, using diverse, high-quality children’s literature to engage Primary-aged pupils in writing.

Independent Evaluation in Progress Over 100 schools participating in a national literacy efficacy trial.

Evaluating: • Attainment • Engagement • Consistency

We are committed to independent scrutiny and transparency.

Our Progress Currently, we have 51 treatment schools and 51 control schools who are part of the trial. A total of 18 Insets have been delivered across our 51 ‘treatment’ settings. Year-group specific training has also been delivered to all teaching staff by our team of expert consultants. Onboarding and follow-up meetings with each school’s link consultant have been carried out. Most importantly, some beautiful writing is already emerging from our schools which we’ve been sharing online and across our social channels.

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Reach and Scale

1 million children’s lives impacted 50,000+ Teachers 1,300+ Whole School Members 105 Countries

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Recent Industry Recognition

Looking Ahead The next stage is growth and deepened impact.

We look forward to sharing the story with you.

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