• Each child will be taught to write in a variety of styles for different purposes and audiences with a developing vocabulary and increased imagination.
• All English sessions are based around quality texts which allow the children to write in context.
• Other stimulus for writing includes ‘Wow’ events such as dissecting Owl pellets in Year 2.
• Teachers use a combination of target tracker statements and Learning and progression steps (LAPS) to ensure coverage of the curriculum.
• This means that there is a clear focus on the progression of skills to meet the overall objective.
• The progression of skills in writing in line with the specific Year group should be seen in all English lessons.
• Units of writing may vary in length and complexity as children embed the new skills required to produce a finished piece of writing.
• From Year 4 onward, there is a clear focus on developing the children’s ability to proofread and edit and improve a piece of work in line with the expectations of the English curriculum.
• Children use draft books for some extended pieces of writing and then have specific edit and improve sessions to make improvements to their pieces of work.
• Children are involved in paired talk, teacher talk and group talk when analysing the strengths and areas of improvement for a particular piece of writing.
• Children are taught punctuation and grammar as part of daily English lessons.
• Aspects of Talk for Writing are used during sessions. These may involve activities such as: creating WAGOLS, Story mapping and Boxing-up.
• Literacy working walls are used to guide and support children when working through a unit.
• There is an expectation that the skills developed and seen in English writing sessions are applied across other areas of the curriculum.
• As opposed to having specific targets for each child, the skills required for each Year group are placed in the front and back cover of the English books. These are used by children so that they are clear about the expectations for their Year group.
• English books are used from Reception to Year 6. This allows children to become familiar with writing in books and aids transition through from Reception to Year 1.

Handwriting

•  Each child will be taught handwriting that culminates in a joined cursive script that is a neat, fluent and legible style of handwriting.
• They will develop an awareness of the importance of clear, neat presentation and how to set out work, giving attention to presentation and layout.
• The use of our cursive script provides a structured approach to learning how each letter is formed.
• Handwriting is taught a minimum of three times a week in Key Stage 1 in a meaningful and curriculum-relevant context, particularly in the areas of punctuation, spelling and vocabulary. The frequency and length of handwriting lessons will vary according to the age and competence of the pupils.

The Foundation Stage

• The EYFS framework provides a long term plan to ensure that all the aspects of learning within the Early Learning Goals are covered throughout the academic year.
• Medium term planning is created and takes into account the individual children’s learning and developmental needs. All areas of Learning and Development are planned for and available to access within the setting. The learning opportunities provided include a range of adult focused and child initiated activities indoors and in the outdoor classroom.
• Children are given the opportunity to move from mark making to writing their name, before beginning to form sentences.

More able

•  Children who perform at a high level in English will be taught within their own class and challenged through differentiated work and during whole class activities.
• Teachers will direct key questions towards the more able and identify this differentiation on plans.
• Children are given the opportunities to be part of a school newspaper which encourages them to research, investigate and produce their own stories.

Special Educational Needs

Teachers will provide learning opportunities matched to the needs of all children, including those with special educational needs.  Work in English takes into account the targets set for individual children in line with ANPs.  Teachers provide help with communication and English through:

•         using texts that children can read and understand;
•         using visual and written materials in different formats;
•         using ICT, other technological aids and taped materials;
•         using alternative communication such as signs and symbols;
•         using amanuenses (scripting)
•         using different and varied teaching styles
•         addressing different learning styles

Teachers will plan to support all children through clearly differentiated activities and appropriate use of human resources.  Extra support may be allocated through the school’s provision map and suitable intervention put into place where appropriate.  Where this is the case, the child may be withdrawn from all or part of the lesson for the duration of the intervention programme.