A primary colleague in my CoL had a gut feeling that the Year 2 students in her split-level class were making more progress in writing than the Year 3 students. We used her overall teacher judgements (OTJs) for writing in 2017 and 2018 to find out.

We found that the differences in progress made by Year 2 and Year 3 students were statistically significant (p = 0.006) (i.e., the chance of this pattern happening randomly was a tiny 0.6%). My colleague’s gut feeling was correct.