Writing

Writing Intent 

At Penny Bridge CE Primary, we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want them to write accurately and coherently, for a variety of purposes and audiences whilst obtaining a broad vocabulary, a solid understanding of sentence structure, a concrete understanding of grammar and be able to spell new words by applying the spelling patterns and rules previously learned. As well as the content of our children’s writing, we believe that all pupils should be encouraged to take pride in the presentation of their writing and hold high expectations. We ensure this by teaching and developing a joined, cursive handwriting style. We believe it is absolutely crucial that children learn to edit and improve their writing regularly and encourage independence in doing so – an essential skill in becoming a successful writer. We promote creativity and want to build self confidence in children when writing.

Writing Implementation

The highest standards of education in English are provided. There is a commitment to staff training and the provision of challenge for our pupils. We strive, at every key stage, to ensure our children reach their full potential and assess and monitor progress to ensure this is continued throughout their time with us.

The skills taught within English are embedded throughout the whole curriculum through a planned link to basic skills and all learning will be explicit to pupils.

Quality First Teaching Writing

Writing is a fundamental part of the curriculum and is used as a vehicle for cross curricular learning. All staff are trained in teaching writing across school. Writing is the basis for all work in school, in Literacy teaching and within the whole curriculum. Regular working and planning scrutinies take place across the year. These scrutinies are very useful and provide staff with rapid feedback and whether any changes need to be made. 

Writing Roots

After following the Read Write Inc programme we use Writing Roots for the teaching of writing from Years 2 to 6. The book-based Writing Roots are sequences of texts and themes, that are based on a wide range of high-quality and significant children's literature chosen to engage, challenge and support children to be critical readers and confident and informed writers. All National Curriculum requirements of grammar, spelling, vocabulary, literary language and composition are embedded leading towards a variety of purposeful and exciting shorter, longer, and extended writing outcomes where the audience and purpose are clear.

Read Write Inc

Writing in EYFS is taught through early mark making. This then develops when the children begin RWI phonics where they are taught the correct letter formations. Children begin to write CVC words (first in the air to familiarise themselves with the movement and then onto whiteboards and paper). Children then move onto short sentences using the sounds they have been taught which continues into Year 1 where children are encouraged to use the sounds they have been taught and are given regular opportunities to practise writing. This then progresses further throughout the year groups using a variety of different strategies.

As a school, we place considerable emphasis on ‘Talk for Writing’, giving children the opportunity to consider their ideas, discuss their ideas orally and improve vocabulary before writing it down.

As well as this, we use drama techniques to further improve our writing. Allowing children to put themselves into a character’s shoes, leads to a deeper understanding and makes their writing more meaningful and is an extremely effective writing tool.

Modelling is ‘key’ to the teaching of writing and at our school, teachers regularly model to the children before writing tasks to demonstrate what is expected as well as demonstrating the editing process. As well as teacher modelling, as a school we also use ‘shared writing’ where children are able to contribute ideas together and revise and edit these ideas. This increases confidence and allows children to develop their vocabulary and skills further.

We place a huge emphasis on vocabulary and during our daily class reads and all lessons throughout school, we discuss the meaning of new vocabulary, put the vocabulary into context and find synonyms and antonyms to deepen children’s understanding. This focus on vocabulary develops the vocabulary the children use and in turn apply to their writing. We have vocabulary boards in each classroom where children are able to use these words and put them into context successfully.

Before commencing writing, as a school, we always ensure children are familiar with the features of that particular text type and ensure they understand the purpose for writing and their audience – essential to ensure a deep understanding. Text types and writing genres are carefully planned throughout each Key Stage to ensure children are getting the correct balance and variety.

Spelling rules are taught weekly throughout each year group with a focus on RWI phonic sounds in Early Years and Y1. The rules are taught discretely or within Literacy lessons, practised regularly and tested at the end of every week to monitor any gaps in children’s learning. (Spelling rules for each year group are set out in the yearly overview.

Grammar is drip fed throughout every Literacy lesson from speaking and listening to looking at and unpicking texts. However, we also teach discrete grammar lessons to ensure full coverage of all Grammar objectives.  We hold high expectations of all staff throughout school to use accurate grammar when speaking and writing. Grammar has been carefully planned term by term throughout each year group. Each term is defined with clear examples given.  In order to ensure progression in grammar, every teacher has a copy of the progression documents for each year group. This allows them to keep track of grammar skills taught and where gaps appear; a very useful assessment tool.

Intervention through marking and feedback

 Marking and feedback is the process of refining feedback given to pupils in teachers’ marking to help encourage them to improve the quality of their work and providing additional challenge to extend their learning even further.  Again, staff are highly skilled teachers of writing and and coaching support is put into place to ensure all teachers and support staff are upskilled quickly to ensure the greatest impact. Marking in the moment provides instant feedback and in turn means the learning is more meaningful to the child and is more likely to be embedded for future pieces of work. We use Green Pen Action pen to edit and improve children’s work. Each child has a green pen which is used to correct spelling and grammar mistakes, it is used for next steps and general improvements and redrafting opportunities.  Alongside this the marking code  used to highlight the successes within a child’s work. Children across all year groups are very familiar with Green Pen Action and understand its use. A writing checklist sheet can be found at the front of every child’s book and these targets are dotted, ticked and highlighted when achieved. After each piece of writing teacher set targets. Teachers use these targets within their marking and feedback and refer to children’s targets to recognise and praise them when they have been achieved as well as pointing children towards a particular target to focus on. This ensures children are fully aware of their individual targets and in turn makes the learning more meaningful.

Other Intervention Strategies

For those children who are working below their age-related expectations, we have a variety of intervention techniques in place. As a school we use our grammar and composition progression map help develop a child’s understanding of grammatical structures, make sentences longer and develop their vocabulary. This enables children to become more confident writers by following a ‘set’ grammatical structure which can be added to when children feel more confident. We also place an emphasis on the value of preteaching, giving children the opportunity to develop their ideas with more time and understand any misconceptions.

Love of Writing

We believe a love of writing comes from a love of reading; writing begins and flourishes from storytelling and reading.  All of our staff love to read and reading is embedded in everything we do from everyday lessons to our class read time at specific points in the day. This love of reading is then transferred to writing using vocabulary and ideas from books to produce a range of writing styles. Early exposure to language is crucial in developing writers and in EYFS, we expose our children to an array of language and stories daily, tapping into their interests and allowing them to choose what they would like to write about. This exposure to language continues all the way through school and where writing is more directed, we always ensure children understand the purpose of the writing in order to ensure engagement and enthusiasm. We love to share children’s writing with peers during celebration assemblies or in lessons, allowing other children to listen to the ideas of others to spark their creativity and in turn foster a love of writing. Our whole school writing weeks really allow children to become immersed in the subject, discuss and generate ideas, learn new vocabulary and produce excellent pieces of independent writing. We believe it is essential to give children a clear purpose for writing and use drama techniques to deepen their understanding and creativity.

The Desire to Write Grows with Writing. – Desiderius Erasmus (1466-1536).

This quote sums up our approach to writing. Along with reading and an exposure to language, giving the children the opportunity to write regularly with a purpose, clear teacher modelling and positive reinforcement will lead to a ‘love of writing’ and successful writers.

Writing Progression Documents 

Writing Impact

When children leave Penny Bridge CE Academy in Year 6, pupils are capable and confident writers and enjoy writing across a range of genres and for a variety of audiences and purposes. Our children will write confidently across a range of texts, for a range of purposes and with increasing accuracy and creativity. They will choose vocabulary, grammar and punctuation for purpose and effect. 

As established writers, they will understand the writing process and the need to continually plan, draft, edit and re-draft their work. They will take pride in their writing and write with stamina not only in English but across all curriculum subjects where these writing skills are transferrable. Due to a huge emphasis placed on reading and vocabulary, children use a wide range of vocabulary in their writing. They can effectively apply spelling rules and patterns they have been taught throughout each year group and they leave us with a passion for writing.

Progress towards the Early Learning Goals in the early years is monitored formally at the end of the Reception Year.

Formative assessment takes place regularly where teachers give feedback to children through verbal and written comments in line with the marking policy. Each half term, writing is summative assessed using our Writing Checklists to measure progress against the national curriculum standards for each year group. We use our checklists for writing assessment, ensuring children are recognised for what they CAN do, and teachers are able to quickly see small next steps in writing development and learning.

Best Books are used termly to produce a polished piece of writing which has been edited. This will be marked by the Head Teacher and is used as a progress book throughout the children’s time at Penny bridge CE Academy. These are tracked and monitored regularly by class teachers and senior leaders to identify areas of need and next steps. We talk to children regularly to discuss their success, next steps and attitudes towards writing.

Alongside this, leaders monitor teaching and learning through child voice, parental questionnaires as well as book looks and learning walks and using the online app SeeSaw to record evidence of learning. The development of the children in school is also monitored through daily informal conversations.

As a result of our whole curriculum, we expect to see all children achieve well by developing knowledge and skills across the curriculum.  This is demonstrated through outcomes at EYFS, Phonics (Key Stage 1), Key Stage 1 and Key Stage 2.

• Children will develop lifelong learning behaviours such as pride, resilience and team work.
• Our children will be able to understand, appreciate and success in modern Britain. Our children will develop a lifelong love of learning through our vision and drivers.
• Our children will be responsible global citizens and courageous advocates through the Christian Values we have instilled in them during their time in school.
• All children will leave our school, fully equipped for the next stage in their learning