English – Writing
Intent, Implementation and Impact
At Stanhope, we believe that equipping children with the skills and knowledge to write, and a love of doing so, is one of the key aspects in allowing our children to achieve of their journey through education and beyond that. With this in the forefront of our minds and implementing the writing process our children follow throughout school, we ensure that writing is embedded throughout the curriculum.
At Stanhope Primary, we teach English so that:
- children speak clearly and audibly
- children become good communicators
- children listen with concentration to recall key learning from the lesson
- children become enthusiastic as well as confident readers
- children enjoy writing
- children write in a range of genres and show an awareness of the audience for each given genre
- children can apply a variety of writing skills
Teachers achieve the above objectives by providing a range of photographs, fiction, non-fiction and poetry books. Staff plan the use of drama and role play as well as use of ICT to engage children into lessons.
At Stanhope, teachers deliver engaging and inspiring English lessons through high-quality teaching. Writing is a crucial part of our curriculum. Opportunities for writing are evident in school from Foundation Stage to Year 6.
At Stanhope, we aim to create a positive Writing culture within school.
Children begin their journey towards writing by making marks. In the EYFS, children are given lots of opportunities to mark make using a variety of media and materials both indoors and outdoors on a small and large scale. Children are given opportunities on a daily basis to engage in ‘dough disco’, ‘squiggle wiggle’ and other activities developing their gross motor skills.
Fine motor control is promoted through finger gym activities, developing dexterity, strength, dominant hand and good pencil control. Handwriting develops as children improve control over their bodies. Children learn to write in the EYFS through a combination of adult-directed activities and child-initiated play. Children are taught to write their own name, often their first words, when they are physically ready.
In reception, the children are taught individual letter shapes and formation through the RWI sessions.
Children are encouraged to be independent creative writers with a ‘have a go’ attitude in their independent play using all of the areas in the foundation stage unit. All practitioners in the unit foster and celebrate early mark making with children encouraged to make signs and labels with children’s work displayed throughout the setting.
At Stanhope, we follow the South Tyneside Writing Process in years 1-6 to help structure children’s writing over a number of weeks. We ensure that in each term, every year group complete a piece of fiction, non-fiction/poetry writing. The writing scheme has the following order:
- Features of a text– In this lesson children look at the features of the given text, they add that they already know in pencil and add to it using black pen as they move through the unit
- Exemplar Texts– In this lesson children look at existing texts at age appropriate level. Compare them to each other and look at the similarities and differences between.
- Magpie– In this lesson children look back at the exemplar texts and magpie words and phrases that they found interesting.
- SPaG– In this lesson children will work on a topic they need as a class to improve. They will carry out a task and then apply their knowledge to a piece of writing.
- Shared Write– In this lesson children work with the teacher modelling how a good piece of writing looks. They will learn to use features of the writing appropriate and have a go at writing examples down and using them in a supported write.
- Plan– In this lesson children will plan a piece of writing using success criteria and give format.
- Independent Write– In this lesson children complete their independent writing using their plan as reference.
- Edit and Redraft– In this lesson children go back through their marked work and look for things they would like to improve. The piece of writing will then be rewritten (amount progresses through each year group)
- Extended Write– Writing of same genre completed 2-3 weeks after unit has been completed. This helps to recap prior learning and to assess how much has been retained by children.
Writing is assessed regularly throughout the year. Teachers assess using school assessment sheets and moderate Writing in CPD sessions each academic year. Teachers use assessments to plan and implement successful interventions, which are carried out by the classroom teacher or teaching assistant.
Grammar, Punctuation and Spelling is modelled by staff daily in all lessons. To ensure Grammar progression, staff use yearly overviews which are broken down into weekly sessions. Termly assessments are carried out to track children’s progress.
Around school various displays show a range of children’s writing and staff always encourage children to take pride in their work.
At Stanhope, we want our children to be confident, ambitious writers who are passionate about writing. As well as quality first teaching and engaging contexts, we strive to enrich our writing curriculum with experiences, and real purposes to write for, as well as celebrating their achievements in regards to writing.
At Stanhope we:
- Invite Authors into school– We have visits from authors who inspire the children to write. Children take part in workshops and tasks to ignite their passion.
- Proud Write Folders– Children collate their best work of the term in a folder which follows children throughout the school to showcase their progression and improvements as they grow.
- Pen Licence– To encourage and celebrate writing and handwriting at Stanhope anyone from year 3 up can be given a pen license when they can demonstrate neat cursive writing of a consistent size and style across all pieces of work. Pen licences are awarded at Friday celebration and award assemblies as given.
- Topic Days/weeks- Children take part in topic weeks and days, creating pieces of writing around books related to the topic (Mental Health Week, Black History Month and Roald Dahl Day.)
At Stanhope, pupils enjoy writing a range of genres and show the different features within their writing.
Each term, staff moderate pupils to ensure accurate assessments are made. The quality of writing in English and other subjects is evaluated through Learning Walks, drop ins, pupil conversations and book scrutinies. The English Coordinator provides an Action Plan for the subject and addresses areas for development and improvement, which is shared with all staff.
We hope that as children move on from Stanhope to further their education, that their creativity and passions for English will continue to grow and develop.