We recognise that spoken language underpins the development of writing. The quality and variety of language that pupils hear and speak is vital for developing their vocabulary and grammar and understanding for reading and writing. Teachers ensure the continual development of pupils’ confidence and competence in their knowledge of spoken language and listening skills. They are assisted in making their thinking clear to themselves as well as to others and teachers ensure that pupils build secure foundations by using discussion.

Building on this foundation, we teach writing using a range of strategies which include:

  • Modelled Writing – teachers model writing and editing to demonstrate their high expectations. They verbally ‘think aloud’ in order to make the writing process explicit and provide a rich and varied vocabulary for the children to utilise in their own work.
  • Shared Writing – teachers use the ideas from the children to create shared pieces of writing. This enables the children to see the writing process in action as well as having pride and ownership over the finished piece.
  • Independent Writing- where most children work independently to create a piece of writing which shows the application of spelling, grammar and punctuation skills they have been practising. There are also opportunities for pupils to give and receive feedback for their writing in order to edit and improve it.

English activities are effectively differentiated so that all children feel empowered by their own accomplishment. Nevertheless, all children are given the chance to reach the same high level in every lesson. Effective differentiation and scaffolds are in place so that all children have the opportunity to meet every learning intention through having vocabulary word banks, writing frames and sentence starters, mixed ability groupings and adult support.  Teachers also ensure that children are taught and know how to demonstrate greater depth in their outcomes of work, and this is reinforced through the success criteria which children refer to throughout their work and assess against on completion. 

Displays are used throughout the school to promote discussion and writing. We recognise the important role display has in the teaching and learning of English. Each class displays work, which celebrates a variety of children’s achievements to a high standard of presentation. Aspects of the writing learning process are illustrated through displays including vocabulary enrichment, grammar and punctuation support and finished pieces of writing.


As well as ongoing formative assessment, all teachers assess the writing of every child termly against statements on the writing assessment grids. Moderation is carried out within school and with other local schools to ensure standardisation of judgements in each year group.

Planning and Resources

From nursery to year 6, Pathways to Write and Power of Reading texts are used as a foundation for creating our own exciting and varied writing lessons. Online resources are used to further enhance the teaching of grammar skills and handwriting.

  • Spag.com is used in UKS2 for children to practise their grammar skills both in school and at home. The site covers all areas of grammar and allows children to practise their skills. Teachers use analysis from mini tests formative assessment and plan accordingly.
  • Letter-join is used to develop continuous cursive handwriting across school. There are a variety of resources available to use in class, often making links with other areas of the curriculum such as phonics and spellings. It is desktop and tablet compatible so tasks can be set for children to complete using technologies. The children are able to access the site from home to continue to practise their handwriting

Writing Impact

As a result, we have a community of enthusiastic writers who enjoy showcasing their developing literacy knowledge and skills. Children have a good stamina for writing and love to discuss and share their ideas. Our attainment at the end of KS2 is above national for the Expected Standard and broadly in line with national for the Greater Depth standard for writing, which despite low entry upon school is outstanding progress.



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