English - Writing

Implementation:

What is our curriculum?

Writing is taught through The Write Stuff, using experience and sentence stacking lessons to model high-quality writing and deepen understanding of grammar and structure. Long-term plans map writing units to core texts, science, and wider curriculum themes, ensuring purposeful and cohesive writing opportunities. In EYFS and KS1, Read Write Inc. supports early writing and spelling.

EYFS: Across the EYFS, teaching and provision are guided by Development Matters to ensure clear progression from early mark making to composing simple written sentences. Classroom environments are language-rich, providing continuous opportunities for purposeful writing, supported by skilled adult interactions that extend and deepen learning. A strong emphasis is placed on physical development, with a focus on strengthening gross and fine motor skills and promoting effective pencil and tool grip. Letter sounds and formation are taught through Read Write Inc., with the Penpals handwriting scheme introduced in the late autumn term to further develop accuracy and control. Children regularly observe adults modelling writing to understand its purpose and are encouraged to apply key vocabulary and structures within their own compositions. Through intentional language teaching and the principles of Oracy, pupils rehearse ideas orally in meaningful contexts, supporting the development of confident, independent writers.

Year 1: In Year 1, pupils follow the Read Write Inc. – Get Writing scheme, which is closely aligned with the phonics books and sounds they are learning through daily phonics sessions. This ensures that writing activities are fully integrated with pupils’ developing phonetic knowledge, enabling them to apply their reading and spelling skills with increasing accuracy and independence. The scheme provides a clear progression of skills, supporting pupils to compose sentences, build vocabulary, and develop confidence as writers.

Year 2 and KS2: Each Write Stuff lesson is structured into two to three focused learning chunks that explicitly teach vocabulary, grammar, and sentence construction. This approach provides a consistent framework that supports pupils in developing a deep understanding of language and sentence composition. At the end of each unit, pupils apply these skills in an extended piece of independent writing, enabling them to demonstrate growing confidence, accuracy, and creativity in their written work.

How is it taught? 

Our writing curriculum builds secure knowledge of grammar, structure and vocabulary to enable pupils to write with purpose and precision. Pupils develop:

• Composition and structure – planning, organising and sequencing ideas effectively.

• Grammar and punctuation – applying knowledge accurately in context.

• Spelling and handwriting – using phonic and spelling patterns to transcribe fluently and legibly. 

• Vocabulary and style – selecting ambitious, precise language to engage and inform the reader.

• Editing and reflection – revising work independently to improve clarity, accuracy and impact.

Impact:

How is impact measured?
Impact is measured through half-termly assessments using the Writing Teacher Assessment Frameworks (TAFs). These provide a clear overview of pupils’ progress and ensure coverage of key writing objectives across the curriculum. The data gathered is used diagnostically to identify strengths, track progression, and pinpoint gaps in learning, enabling timely intervention and targeted support.

How do we know children have made progress?
Progress is evident through improvements in pupils’ TAF outcomes over time, based on half-termly assessments of independent writing. Termly GPS Headstart tests further assess pupils’ grasp of grammar, punctuation, and spelling knowledge, providing a broader view of writing development. Writing moderation meetings, held termly within and across schools, ensure the accuracy and consistency of teacher judgements, supporting a robust and reliable assessment process.

How do we challenge and support lack of progress?
Pupil progress meetings are used to identify and discuss any pupils not making expected progress. Bespoke support is then provided for staff, including guidance in planning targeted interventions and adapting teaching approaches. Writing moderations and follow-up discussions help identify next steps, ensuring that both staff and pupils receive the support needed to accelerate progress and close gaps effectively.

How are we inclusive?

• Learning is carefully scaffolded to ensure accessibility and appropriate challenge for all pupils.

• Word banks, working walls, and modelled writing are used effectively to support independence and confidence in writing.

• Assessment grids from previous year groups are used, where appropriate and agreed with English Leads, to ensure progress for SEND learners is accurately measured.

• EAL learners receive targeted support to develop vocabulary, sentence structure, and key language skills, enabling them to fully access the curriculum.

• Technology enhances inclusion through digital “Becoming Unstuck” toolkits, providing accessible resources to support spelling, sentence construction, and idea generation.

• These digital tools empower pupils to overcome barriers, promote independence, and sustain engagement in learning.

• High expectations are maintained for all pupils, with tasks designed to extend thinking, encourage creativity, and promote greater depth in learning.