Spelling, handwriting and grammar
In writing, children need the skills to record their ideas accurately as well as express them well. In schools this is sometimes called transcription, but it simply means learning spelling, handwriting, punctuation and grammar so that spoken ideas can be written clearly.
Spelling is taught daily. In EYFS and Key Stage 1, children take part in daily Read Write Inc. phonics lessons, a structured programme that helps them understand the relationship between letters and sounds. As children move through the school, spelling patterns, word families and spelling rules are taught explicitly each year following National Curriculum guidance and the school’s progression plan. Classrooms support this learning through vocabulary-rich displays, word banks, word mats and language walls.
Handwriting is taught directly so children learn correct letter formation, joins and spacing. Adults model clear handwriting expectations and we use Letter-join to support both teaching and additional help where needed. By the end of Key Stage 1, children are expected to use lead-in letters and write mostly in cursive (joined-up handwriting). By the end of Key Stage 2, children are expected to write fully in cursive. Displays around the school also reinforce these expectations.
Grammar and punctuation are taught within writing lessons so children learn how language works in real texts rather than in isolation. Children learn sentence construction, grammatical structures and how writers make language choices for effect. Practical games and activities are used to reinforce learning, and children regularly edit and proofread their own and each other’s work.
Composition – writing and expressing ideas
Composition focuses on helping children organise and express their thoughts, ideas and experiences clearly. Across the school, children follow National Curriculum expectations through a carefully planned progression devised by Kingfisher Hall. Through our cyclical “Path to Success” approach – experience it, play with it, use it, develop it and connect it – we aim to build enjoyment, confidence and a deep understanding of different forms of writing, including fiction, non-fiction and poetry.
In EYFS, children write every day. This includes independent mark making, writing opportunities within continuous provision, activities that develop fine motor skills, “hold a sentence” writing as part of Read Write Inc., small adult-led group writing and whole-class shared writing with the teacher.
In Key Stages 1 and 2, each writing unit begins with a clear hook, purpose and audience. A high-quality class text is used each half term as a stimulus for writing. These driver texts are carefully chosen to be age-appropriate and, where possible, linked to wider learning so writing feels meaningful and connected. By focusing on four core purposes – to entertain, to inform, to persuade and to discuss – children learn how widely writing is used in everyday life and why the skills they are learning are important.
The writing cycle
Across poetry, fiction and non-fiction, writing follows a clear progression from EYFS to Year 6. Each unit includes a planned writing cycle that helps children build skills step by step. This includes gathering vocabulary, focused grammar and punctuation teaching in context, exploring model texts to understand structure and key features, planning ideas, modelled and shared writing, independent writing, editing and redrafting, and finally performing or publishing work.
Some stages occur more than once during the cycle so children have several opportunities to practise and strengthen their understanding of text types, grammar and punctuation. Children also complete short bursts of extended writing across the unit to ensure they revisit and apply key skills more than once.
Oracy (speaking and listening skills)
This is central to our writing curriculum. Children are given regular opportunities to rehearse their ideas aloud, discuss their writing and analyse how authors use language before they begin writing themselves.