On Saturday January 3, 2026, or the third day of the new year I was gifting myself an immersive visit to two campus schools of the School Education Literacy Department (SELD) govt of Sindh. Campus schools have been created as part of the governance and quality reforms of SELD to rationalize the school sprawl and fragmentation towards system coherence across contiguous geographies and buildings, especially in urban areas. On both sites I was taken to the primary sections of the schools where TARL learning was in progress in regular school timings with regular government school teachers and master trainers integrated within school time tables. Remedial learning was clearly part of the school routines recognizing the challenges of foundational learning. In both schools my discussions were first held with the section in-charge to understand her ideas about the program being rolled out since August 2025 covering almost 2 cohorts of learners over 8-10 weeks. I could see that there was a sense of ownership and pride about how the school managed to embed the intervention on remedial and accelerated learning in the regular time table and especially after appreciating the results of the first cohort of students who made significant progress from very low level of learning.  Both said, ‘we had many students in grades 3-5 who were struggling on basics and we have to adhere to the policy of automatic promotion regardless of the students’ capabilities that compromises the basics what to speak of subjects, syllabus and learning competencies; this is a fast moving program delivered by our own teachers and it has come to us as a great relief. We have integrated this in our school routines, adjusted the teachers accordingly for the TARL subjects of language and maths both core areas that are foundational for us”. I was amazed to hear the voices of section heads who had clearly articulated how TARL had found an almost organic home in the two schools. I also witnessed that these school managers were describing the process so vividly, step by step, but it was not visible in their offices or school walls; I wish this was so. What was so refreshing is that the intervention for learning does not offer extra funds or honorarium to the teachers, it is not input driven but outcomes focused. The TARL intervention offers an initial 5-6 days training, school support, learning materials and stationary (one time). I felt reassured about the potential of TARL becoming part of every school in Sindh where school wide teachers at primary level learn the methodology/pedagogy for remedial and accelerated learning bursts in each academic year especially when the first term begins (April-May), and when children return after long summer holidays for the second term (August-September).