Writing Policy
Writing at Wentworth Primary School
Intent
At Wentworth, our intent is to develop confident, articulate and imaginative writers who can communicate effectively for a range of purposes and audiences. We aim to immerse pupils in rich, high‑quality texts that inspire creativity, deepen vocabulary, and model the craft of writing. Through a carefully sequenced curriculum, we ensure that children build strong foundations in transcription, grammar, and composition, while also nurturing their ability to generate ideas, structure their thinking, and write with clarity and flair. Oracy, drama, and language development are embedded within our approach, enabling pupils to rehearse, explore and refine their ideas before writing. We are committed to ensuring that every child, regardless of starting point, can access the curriculum through thoughtful scaffolding, inclusive practice, and high expectations. Ultimately, we want all pupils to leave Wentworth as enthusiastic, capable writers who understand the power of their words and feel proud of their written voice.
Close links with the school’s programmes for Reading and Phonics help pupils develop the knowledge, skills and understanding to progress in written communication.
Implementation
At Wentworth, our writing curriculum is brought to life through a rich, text‑based approach that inspires children to become confident, creative communicators.
Each unit is centred around a high‑quality core text (including visual texts), giving pupils the chance to explore language, develop ideas, and understand the writing process. Through a blend of modelled writing, explicit teaching of grammar and vocabulary, and opportunities for independent application, children build the skills they need to write with accuracy, purpose, and flair. Oracy and drama play an important role in our process, helping pupils rehearse ideas, deepen understanding, and bring their writing to life. Carefully planned scaffolds ensure every child can access the curriculum, while regular editing, feedback, and celebration of achievements nurture pride and resilience. This structured yet creative approach ensures that all pupils at Wentworth develop a strong foundation in writing.
Handwriting
In EYFS, children develop pre-writing skills through a range of child-initiated experiences. Pupils are encouraged to explore mark-making using different media. Activities are planned and prepared to help pupils develop fine and gross motor skills, which are essential for success in handwriting later on.
Children begin to develop their understanding of letter formation as part of the Little Wandle Phonics Programme, where rhymes are used to teach children how to form letters. Children are taught to recognise capital and lower case letters before they learn how to write them. When they are ready to move to formal recording, children are encouraged to practise letter formation on their whiteboards as part of the phonics session.
In Year 1-6, pupils follow the Penpals scheme for handwriting. Children learn to print letters first, before beginning to learn how to join letters.
As pupils develop confidence in joined handwriting, they are encouraged to develop fluency and speed.
Spelling
Pupils first begin to develop their understanding of the links between letters and sounds through their learning in phonics. Teachers provide opportunities in phonics lessons to write words on whiteboards or in books, practising the phonemes and graphemes they are learning to read. Children are encouraged to use their phonological awareness to have a go at spelling unfamiliar words in their early writing. Common exception words are taught as part of the phonics programme.
In Years 2-6, teachers follow the ‘Spelling Shed’ scheme of work to support children’s awareness of spelling rules and patterns. Each new spelling focus is introduced with an explicit teaching session followed by opportunities for pupils to practise and apply their spellings throughout the week.
As part of our homework policy, children are given a list of spelling words to practise at home which focus on a particular rule or pattern. They can use the online resources provided by Spelling Shed at home or at school. Spellings are tested weekly.
Pupils are supported for spelling through the use of class displays, individual word banks or targeted interventions.
Composition
At Wentworth Primary School, Reading and Writing are used side-by-side to support pupils’ progress and attainment in Writing.
In EYFS, children listen to and share stories orally. Once they have acquired the basic skills for writing, they begin to rehearse and record simple sentences with the support of a teacher or teaching assistant.
In Key Stage 1, pupils continue to develop their writing skills by extending their sentences with simple conjunctions and beginning to use punctuation to separate sentences in extended writing. They begin sequencing sentences in short narratives and recounts. They have opportunities to plan writing using simple planning frames and practising their plans orally. Pupils begin to develop their proofreading skills by re-reading what they have written to check it makes sense.
In Key Stage 2, pupils learn about a range of different genres of writing and have opportunities to develop their writing skills by planning, writing and editing fiction and non-fiction texts.
Pupils with SEND are supported with their writing in a variety of ways: targeted intervention programmes; additional adult support to plan and edit their writing; opportunities to record their ideas using audio devices; word banks; differentiated planning frames; etc.
Vocabulary, Grammar and Punctuation
In EYFS, pupils are encouraged to develop their vocabulary through a range of high quality books, activities and discussions with adults in the unit. Pupils with delays in language acquisition or who have limited vocabulary are identified immediately and Speech and Language programmes are put into place to close the gap.
The statutory requirements for grammar and punctuation are embedded in the school’s English programme of study, with a clear progression of key knowledge, skills and understanding from Year 1 – Year 6. Pupils are taught objectives in explicit sessions and then given opportunities to apply what they’ve learned in their independent writing.
Impact
Pupils’ independent writing is assessed twice per half term against agreed assessment criteria. These assessments inform teacher’s next steps in teaching.
Data about writing is entered into Sonar termly so that school leaders can measure pupil progress.
Teachers work together across year groups and phrases to moderate writing assessments and ensure judgements are consistent. Teachers in all year groups moderate with other schools in the Blackwater Consortium, at least twice a year.
Statutory Assessments
Children in Year 6 will complete a statutory assessment for Grammar, Punctuation and Spelling.