• Teachers plan high-quality and engaging learning sequences to support children to be successful writers. exploration of high quality texts and models of writing to support children to understand different forms. .

• Each writing outcome is introduced with a ‘hook’ lesson to immerse learners in the topic of work and to unlock their creativity.

• The use of film and technology provides a visual context and stimulus to engage learners 

• In EYFS, children give meaning to the marks they make as they draw, write and paint. As they progress through the year, children are taught to use their developing phonic knowledge to write things such as a labels and captions, later moving on to simple sentences.  

• Children are taught about different writing forms - audience and purpose.

• As well as grammar and punctuation being woven in to every writing unit we teach, we teach it explicitly 

• We believe that the acquisition of rich vocabulary is key to successful writing and should be taught with a systematic approach in order for pupils to develop a wide and varied canon of language especially for those with limited language or with English as an additional language. 

A clear writing structure 

We have developed a clear structure for our writing process which supports the children to develop ideas, improve and present their writing. 

We use our editing tool, 'ARMS' and 'CUPS' to support children to improve and edit their own work.

• We teach Tier 2 vocabulary at the start of every reading lesson from Year 1 upwards. This vocabulary is introduced within the context of a text and a question relating to the author’s use of it. Its definition, etymology and word class is then taught. 

• Activities using the word are short and fun and centre around the nuance of the word until eventually children can explain the meaning in a written answer to the original question.  

• These words are displayed in our classrooms and their meanings revisited so they are committed to long term memory. We encourage pupils to then use these words in their writing. 

• The school uses 'Pobble', an online moderation tool to ensure that all writing is recorded and monitored by teachers and subject leaders.   

• English CPD is delivered by external specialists and subject leaders. Writing standardisation and moderation training for all staff takes place at least once a term.   

• The teaching and planning of English is monitored by subject leaders to ensure appropriate opportunities are planned to support accelerated learning of all learners.  

Spelling and Handwriting 

• Spelling is taught from our own spelling progression which is based on the national curriculum statutory progression and guidance.    

• There is a strong focus on ensuring children have the necessary physical and technical skills for them to write correctly. 

• Handwriting is taught through short but regular practice, and we intervene and provide additional guidance if children need extra support.  

• We use our handwriting progression and the handwriting approach of ISHA to promote excellent handwriting habits to impact positively on the content of written work. 

 By the time our children leave, they  are able to write across a range of different genres to produce writing for a range of purposes. Evidence of high-quality texts as a stimulus is evident within children’s writing through their rich vocabulary choices and differing writing techniques. Correct grammatical language is used across all year groups and within work produced.