Statement of Intent

Writing is an integral part of our curriculum. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across the curriculum. It is our intention that pupils develop a clear understanding of the writing process in order to establish themselves as an author in their own right.

Through our book-led curriculum, we foster pupils' interest in writing and offer a reason and context for writing which enables the children to write for purpose and audience. Pupils are taken on a writing journey which builds their knowledge of writing for context and purposes and provides opportunities for the children to explore a variety of genres through the processes of planning, drafting and re-drafting. In order to establish this, pupils will develop their knowledge of genre features, audience, language and effective composition. It is our intention to broaden our pupils' exposure to high level vocabulary and then encouraging them to apply their understanding of vocabulary and grammatical features within and across the English curriculum.

Pupils learn how to understand the relationships between words, word meaning, implied meaning and figurative language within writing lessons, whilst ensuring that they are supported in their spelling strategies. We intend that pupils will be taught to control their speaking and writing consciously and to use correct Standard English.


Early Years

In Early Years, all children are given opportunities to begin learning the basics of writing through a range of experiences. These involve indoor and outdoor opportunities of mark making whilst incorporating letter formation learning. Children are encouraged to take part in activities which develop their pencil grip skills and finger strength. Through these, the children use a range of fine motor skill activities to become ready to write. Children are exposed to ways of using their phonics to support spelling. From basic letter formation, children are all expected to use base line handwriting which develops into Key Stage 1 and 2. By the end of the year, children are experiencing opportunities to write short phrases and sentences linked to learning in the classroom or home experiences.

KS1 & KS2

At St Cuthbert’s, during Key Stage 1 & 2, the children follow a 3 week program; combining elements of reading, spelling, punctuation and grammar, writing and editing; focusing on a specific genres of writing. Each 3 weeks, the learning is focused on one key, high-quality text. Within each phase children are exposed to new reading skills or revision of reading skills. Within the writing phase, children use planning to then write from. Pupil conferencing is used primarily in this stage to ensure conversations about the child’s writing is meaningful and individualised.

At Fountains Earth, during Key Stage 1 & 2, the children use a variety of texts to support their writing. Features of specific genres are identified and then used as a model for pupils to explore. These features include layout, grammar, punctuation and the formality of language used. Spelling is taught through an identified scheme and work is marked to ensure that spelling rules are observed. As pupils write, they are encouraged to plan, draft and redraft to achieve their best work.

Both approaches ensure that the children are exposed to high quality texts linked specifically with the genres of writing; ensuring models of writing are shared with children. In addition to this, the federation ensure that opportunities to apply spelling, punctuation and grammar skills are taught within writing as well as discreetly. This allows children to develop their knowledge and subsequent skill of applying new knowledge into their writing.

Children’s writing is celebrated through showcasing their outcomes in the classroom and around school. This continues our ethos of celebrating all the outcomes from the children and giving children pride in their learning.

Writing is assessed continually and assessed against our in-house tracker or against the end of Key Stage writing framework.


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