A five-school trial finds structured grammar, punctuation and spelling support boosts pupil confidence and progress, with most schools opting to continue the programme, says Hachette Learning.
A trial across five primary schools has found that targeted grammar, punctuation and spelling interventions can improve pupil progress, confidence and classroom performance, offering a promising approach to closing the attainment gap.
The pilot evaluated Shine GPS: Targeted Interventions for Primary, focusing on whether pupils receiving structured support made measurable gains in standardised assessments. Schools also assessed which pupils benefited most, whether learning transferred into everyday classroom work, and how pupils responded to the sessions.
Results suggest a broadly positive impact. Three of the five schools reported clear evidence that learning from intervention sessions translated into improved classroom performance. One teacher noted that the programme helped “make those links back to class,” highlighting that the true value lay not just in intervention progress but in its wider academic impact.
Shine GPS interventions, from Hachette Learning, are designed to address specific gaps in pupils’ knowledge, targeting granular learning objectives where expected standards have not been met. Delivered through a structured ‘Plan, Do, Review’ model, sessions typically last between 20 and 30 minutes and are organised into two-part learning sequences. These include guided instruction followed by independent practice and short progress quizzes.
Supporting materials include lesson plans, modelling tools, teacher guidance and pupil resources. A reporting platform further enhances the approach by grouping pupils according to areas of need identified in assessments, enabling staff to deploy targeted support efficiently.
Engagement levels among pupils were consistently high across all schools participating in the trial. Teachers and teaching assistants reported that pupils not only responded positively to the sessions but also enjoyed them. The deputy head at Downsway Primary School, one of the five schools involved in the trial, said that the majority of pupils felt the interventions had helped them and appreciated the format of the sessions.
Confidence emerged as a key factor underpinning pupil progress. All schools involved in the trial reported noticeable improvements in pupils’ self-belief. One senior leader emphasised that reducing the pressure associated with testing environments allowed pupils to engage more freely, resulting in stronger outcomes. By framing sessions as collaborative and low-stakes, the interventions appeared to unlock participation from learners who might otherwise struggle.
The programme also delivered practical benefits for staff. Four out of five schools said the interventions saved time for teachers and teaching assistants, thanks to ready-made, well-structured resources. Staff reported that materials were appropriately pitched and aligned closely with their professional judgement about pupil needs. The automated grouping of pupils within the reporting platform was also seen as accurate and helpful in guiding intervention planning.
The majority of schools have chosen to continue using the programme beyond the trial period. Four of the five participating schools confirmed they would retain Shine GPS for the following term, with one already having embedded it into regular practice prior to the pilot. The only school not continuing cited staffing constraints rather than concerns about effectiveness, noting that reduced teaching assistant capacity and leadership changes had limited implementation.
Despite this, leaders at that school indicated they would recommend the programme in future, acknowledging the progress pupils had made during the trial.
For more information, visit www.hachettelearning.com/shine-interventions or contact chioma.nwaorguokere@hachettelearning.com
