Writing

At Exeter Road, we use the I am a Clever Writer approach. This means we pick the most appropriate genre to facilitate the teaching of the new skills in writing. E.g. if children need to consolidate speech, we wouldn't move on to teach non-chronological reports.  Next we think about what additional stimulus or text will best inspire the genre and where possible we use curriculum links to do this.  Most sequences of learning will usually take no longer than a week (or two in upper KS2). 

Teachers write a WAGOLL (What A Good One Looks Like) – a piece of writing that gives the children a clear picture of what we expect them to achieve by the end of the week. The WAGOLL will precisely show what they are aiming for. Having a clear shared outcome makes it is easier to break down the steps and ensures the children get there. We then share the WAGOLL with the class every day. This is a key opportunity to pre-teach new vocabulary that we include in the WAGOLL and most importantly, use the WAGOLL to illustrate how the new skill being taught has been incorporated.

Working Walls are an imperative part of the learning journey and are built up during the week displaying high level vocabulary, a range of openers and the skill we are working on. 

New skills will be shared on the Clever Writer Checklist and this will be displayed in the classroom. New skills will be added throughout the year, allowing children to always embed previously taught skills alongside new skills.

Children need to write frequently, practising newly taught skills and embedding previously taught skills in a context relevant to the genre and stimulus. Just like in maths, if you don’t use it, you lose it. If children don’t write frequently, they don’t have the opportunity to use and further embed their skills. Opportunities for independent writing take place at least 4 times a week.

Assessment

Live marking is essential and will immediately identify errors and address misconceptions. Live marking allows teachers to identify good practice, celebrate this and display examples on the Working Wall for other children to magpie. Live marking also ensure mistakes / misconceptions are addressed immediately and the learning is moved on.

At the end of the week / sequence of learning an independent, extended piece of writing will bring skills and improvements together. This will provide children with time to really show off what they have learned. It’s also fantastic evidence of progress when compared with how they started the unit and demonstrate what they’re capable of.  These pieces of writing will be assessed against age related evidence gathering grids to make a judgement about where a child is working.

Spelling

Children in years 3,4,5 and 6 follow the Spelling Shed programme. Spelling Shed's approach to spelling involves the relationship between sounds and written symbols as well as using morphology to help spell through meaning. The carefully selected word lists and engaging activities provide opportunities to incorporate phonics and meaning to strengthen spelling skills and build vocabulary acquisition.

Handwriting

At Exeter Road Community Primary School, we recognise that handwriting is a fundamental skill that enables children to record their ideas clearly, fluently and confidently. We teach handwriting explicitly and regularly, from Reception onwards, so that children develop secure letter formation and the fluency they need to focus on what they want to communicate through their writing.

We use GriffinOT’s Write Rules programme to teach handwriting systematically. This occupational therapy-informed approach develops the foundations of handwriting through structured practice, letter formation patterns, fine motor activities and memorable cues. Children learn to form letters correctly from the outset, building confidence and consistency as they progress.

Our approach prioritises the development of accurate letter formation before joined handwriting. Children are taught to start and finish letters in the correct place, form letters in a continuous movement where appropriate, and develop consistent letter size, orientation, spacing and placement on the line. We also teach children to adopt a comfortable writing position, hold their pencil effectively and position their paper appropriately.

Handwriting is taught as a distinct skill, alongside opportunities to apply and practise it across English and the wider curriculum. Teachers identify misconceptions early and provide additional practice and support where needed, recognising that children develop these physical skills at different rates.

Our progression

• Reception: Children develop the foundations for handwriting, including posture, pencil control, fine motor skills and the correct formation of lower-case letters. They begin to form capital letters and digits as their skills develop.

• Year 1: Children consolidate accurate letter formation and develop consistency in letter size, orientation, spacing and placement. They practise writing words and sentences and develop the underlying patterns needed for future joining.

• Years 2 and 3: Children continue to secure their letter formation and are taught to transition to joined handwriting when they are ready. They learn which letters can be joined effectively and which are best left unjoined.

• Years 4–6: Children regularly practise handwriting to develop increasing fluency, legibility, consistency and speed. Joined handwriting is expected in independent writing when appropriate, while children also learn to use an unjoined style when it best suits the task.

Our aim is for every child to develop handwriting that is legible, fluent and increasingly effortless, enabling them to communicate their ideas effectively and take pride in the presentation of their work.