Writing

Overview

Writing at East Dene

At East Dene, writing is at the heart of our curriculum. We have carefully designed a bespoke writing curriculum that is rooted in the principles of the Writing Framework and informed by Evidence for Learning and Education Endowment Foundation (EEF) guidance. Our approach has been developed specifically for our children, ensuring that every pupil, from their very first day in Nursery and Reception through to Year 6, is equipped with the knowledge, skills and confidence to become a successful writer.

Our curriculum is built on the belief that great writing begins long before a child puts pencil to paper. We recognise that children need rich language experiences, a deep understanding of vocabulary, and meaningful opportunities to explore ideas before composing independently. As a result, our writing journey is carefully sequenced, ensuring that pupils develop the foundations of communication, language and composition before progressing towards increasingly sophisticated writing.

Early Years Foundation Stage to Year 2: Curious Quests

In EYFS, Key Stage 1 and Year 2, writing is driven through our Curious Quests approach. High-quality picture books provide the stimulus for learning, immersing children in rich vocabulary, engaging narratives and inspiring ideas. Through shared experiences, discussion and exploration, children develop a deep understanding of language and story structures.

Before children write independently, they engage in a carefully planned sequence of learning that prioritises:

• Language development and vocabulary acquisition
• Oral rehearsal and storytelling
• Dictation and sentence construction
• Shared and modelled writing
• Oral composition and discussion

By developing ideas through talk first, children are able to internalise language patterns, organise their thoughts and build confidence as writers. This approach ensures that pupils have secured the foundations of composition before being expected to record their ideas independently.

Years 3 to 6: Novel Study and Authorial Craft

As children move into Key Stage 2, they continue their writing journey through a rich programme of novel studies. Each class studies high-quality texts that become the driver for both reading and writing. The carefully chosen novels expose pupils to ambitious vocabulary, diverse themes and exemplary models of writing.

Through these studies, pupils explore a wide range of fiction and non-fiction genres, developing both their understanding of texts and their ability to write for different audiences and purposes. Writing units are designed to immerse children in the content, language and structures they will need before they begin composing independently.

A key feature of our curriculum is the explicit teaching of ‘composition before composition’. Before pupils write extended pieces, they spend time gathering ideas, analysing authorial techniques, studying sentence structures, rehearsing language orally and creating high-quality examples of writing. This process enables pupils to develop a secure understanding of how effective writing is crafted before applying these skills within their own compositions.

Developing Confident, Skilled Writers

Throughout the school, our curriculum provides frequent opportunities for pupils to:

• Read widely and critically
• Develop a rich and ambitious vocabulary
• Rehearse and discuss ideas orally
• Learn and apply grammar in meaningful contexts
• Write across a range of genres and purposes
• Plan, draft, edit and improve their work
• Develop stamina and independence as writers

By the time pupils leave East Dene, they are equipped with the knowledge, skills and creativity to write effectively across the curriculum and beyond. Through our carefully designed, research-informed and highly ambitious writing curriculum, we aim to nurture confident communicators who can articulate their ideas with clarity, purpose and pride.

Spelling

At East Dene, we believe that spelling is a fundamental component of transcription and plays a vital role in developing confident, fluent writers. Accurate spelling allows children to communicate their ideas effectively and ensures that cognitive energy can be devoted to composition, vocabulary choice and sentence construction rather than the mechanics of writing.

Our spelling curriculum is delivered through the Read Write Inc. Spelling Programme, a carefully structured programme for pupils from Year 2 to Year 6 that builds directly upon the phonics knowledge established through Read Write Inc. Phonics. The programme provides a systematic approach to teaching spelling patterns, word structures and spelling strategies, helping children become increasingly accurate and independent spellers. 

Through daily practice, retrieval and application, children develop the automaticity needed to apply spelling knowledge confidently across all areas of the curriculum.

Handwriting

At East Dene Primary School, we support every child to develop strong writing skills and a love of writing, helping them to write fluently and with confidence.

To support this, handwriting is taught using the Read Write Inc. (RWI) Handwriting Programme which provides a clear, progressive structure that supports children to develop accurate letter formation, fluency and confidence in writing. By developing automatic, well-formed handwriting movements, children are better able to focus on the content of their writing rather than the physical act of writing itself.

The Read Write Inc. approach avoids unnecessary complexity. It does not use old-fashioned loops, which can slow children’s writing speed, and instead promotes a clear, efficient style that supports fluent writing as children move through school.

Curriculum Aims

At our school, English sits at the heart of the curriculum. We believe that a secure foundation in speaking, listening, reading and writing opens the door to success in every subject and helps children to thrive in life beyond the classroom. Our aim is not only to teach children the skills of language and literacy, but also to nurture a love of books, stories and writing that will last a lifetime.

Through our English curriculum, we aim for all pupils to:

• Speak and listen with confidence – developing rich vocabulary, strong oracy skills and the ability to share ideas, explain clearly, and listen with understanding.
• Read fluently and with enjoyment – beginning with high-quality, systematic phonics teaching, so that every child can decode words accurately, then moving quickly to develop comprehension, inference and critical thinking skills.
• Read widely and often – developing the habit of reading for pleasure as well as for information, drawing on a wide range of authors, genres and cultures, and appreciating our rich literary heritage.
• Write clearly and effectively – learning to plan, draft, edit and publish their writing, and to adapt style and tone for different audiences and purposes. We place equal importance on transcriptional skills (spelling and handwriting) and on creative composition.
• Build a wide vocabulary and secure grammar – giving children the tools they need to communicate precisely and powerfully, both in speech and in writing.
• Enjoy early success in writing – starting in the Early Years with storytelling, mark-making and early composition, supported by the EEF’s evidence-based guidance on early literacy and writing.
• Use talk to deepen learning – engaging in purposeful discussion, debate and presentation to clarify thinking, extend understanding and develop confidence.

We are committed to inclusive practice. Children who need additional support receive high-quality, timely interventions in both reading and writing, so that every child has the chance to become a confident reader and writer.

By the time they leave us, pupils are equipped with the skills, knowledge and passion for language that will enable them to succeed at secondary school and beyond, and to experience the joy and power of reading and writing throughout their lives.

Intent, Implementation and Impact

Intent

At East Dene Primary School, we are committed to ensuring every child becomes a fluent, confident and purposeful writer. We believe that literacy is not only a skill but a gateway to opportunity, enabling children to think critically, express themselves creatively and communicate with clarity.

Our curriculum intent is shaped by the most recent national guidance and research:

• EEF Guidance: Writing develops most effectively when children are explicitly taught transcription and composition skills, have opportunities for practice, and apply them in purposeful contexts.
• Ofsted English Subject Review: Effective writing depends on secure foundations in transcription, sentence-level fluency and extended composition. We carefully sequence our curriculum to enable children to practise, embed and apply these skills.
• EYFS Statutory Framework 2025: Early writing success rests on secure foundations in oral language, handwriting and spelling. By the end of Reception, children are expected to form recognisable letters, spell words by representing sounds with letters, and write simple phrases and sentences.
• DfE Writing Framework (2025): Highlights the importance of automatic transcription skills, managing cognitive load, teaching sentence-level grammar in context, and ensuring children write for authentic purposes and audiences.

Our transcription and dictation programme:

We are proud to be innovators in this field. Our whole-school transcription and dictation programme ensures children secure fluency and accuracy in spelling and punctuation, freeing cognitive load for composition. In Year 2, we have refined the curriculum to prioritise dictation, allowing pupils to develop fluency at a steady pace before building complexity. This approach has been recognised beyond our school, with other schools visiting to observe and learn from our practice.

By the end of Key Stage 2, our pupils will:

• Write fluently, adapting style for a wide range of audiences and purposes.
• Apply accurate spelling, grammar and punctuation with automaticity.
• Edit, proofread and redraft their work with growing independence.
• Draw on ambitious vocabulary developed through reading and talk.
• See themselves as writers, confident in their ability to express ideas powerfully.

Implementation

Our writing curriculum is structured across three strands: transcription, composition and talk for writing.

EYFS and Reception

• Transcription: From the start of Reception, children are taught to form recognisable letters correctly and spell words by segmenting sounds and representing them with letters. Handwriting instruction is explicit and systematic, supported by fine and gross motor activities.
• Composition: Children rehearse sentences orally before writing them. Opportunities for meaningful mark-making and emergent writing are embedded in play and across the curriculum.
• Early Learning Goal for Writing: By the end of Reception, children write recognisable letters (most correctly formed), spell words using sounds and graphemes, and write simple phrases and sentences that others can read.
• Environment: Classrooms provide opportunities for writing across areas of provision, supported by purposeful contexts such as role play, storytelling and early transcription tasks.

Key Stage 1 and 2

Transcription

• Dictation programme: Daily dictation across school; Year 2 curriculum prioritises transcription fluency through this approach.
• Handwriting: Taught explicitly using the Martin Harvey ISHA scheme, moving from print to cursive. Posture, pencil grip and fluency are consistently reinforced.
• Spelling: Taught systematically, in line with National Curriculum expectations. Pupils practise statutory word lists and rules, with errors addressed through editing and feedback.

Composition

• Text-led curriculum: High-quality texts are used to model rich vocabulary, grammar and authorial choices.
• Unit sequence: Lessons follow immersion, modelling, guided practice and independent writing.
• Grammar and sentence construction: Taught contextually, building pupils’ ability to manipulate grammar for effect. Authentic examples are used to strengthen understanding.
• Purpose and audience: Every unit includes meaningful writing outcomes, ensuring children understand why they are writing and for whom.

Talk and Oral Composition

• Talk underpins all writing. Pupils rehearse ideas orally, engage in structured discussion, drama and debate, supporting sentence fluency and vocabulary development.
• Voice 21 is implemented across school.

Supporting Pupils Needing More Help

• Gaps are identified quickly through formative assessment.
• Additional transcription practice, scaffolded writing tasks and small group support ensure pupils can keep up.
• Exemplification from the 2025 Writing Framework and EYFS materials guide teacher judgements and ensure ambitious expectations for all pupils, including those with SEND.

Assessment and Moderation

• Ongoing formative assessment informs teaching.
• Independent writing outcomes at the end of units are assessed against year group KPIs and the DfE Writing Framework.
• Moderation takes place internally, across our trust, and externally with the local authority.
• Diagnostic assessments supplement teacher assessment in Y2–Y6.

Impact

The impact of our writing curriculum will be evident in:

• Pupils who write fluently, accurately and with stamina, meeting or exceeding national expectations.
• Clear progression in transcription, sentence fluency and extended composition across year groups.
• Children in Reception meeting the Early Learning Goal for Writing, ready for Year 1.
• Pupils who can plan, draft, edit and publish high-quality writing across genres.
• Consistent teacher judgements, moderated against national exemplification.
• Children who identify as writers and take pride in their writing achievements.

Ultimately, pupils leave East Dene fully prepared for the demands of secondary school and beyond, equipped with the skills, knowledge and confidence to communicate effectively in all areas of life.

Cultural Capital

Cultural capital refers to the knowledge, skills, experiences, and cultural awareness that individuals acquire throughout their lives, which can significantly impact their social and educational opportunities. Evidence suggests that the cultural capital passed on through families helps children do better in school. Research within our locality suggests that for many of our children, this is a gap we must bridge. We value this in English, as the National Curriculum defines it to be, ‘It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.’

Our writing curriculum aims to promote cultural understanding and as a result of exposing children to diverse texts from various cultures and backgrounds children foster cultural awareness and empathy. We strive to ensure that our pupils are confident writers, able to make informed decisions about what culture they consume and participate in, having opened them up to a breadth of experience through our rich diet of texts and opportunities to write.

Progress Model

Assessment Model

Concepts

There are several key concepts and skills we focus on when teaching writing. These key concepts are introduced and reinforced throughout the English curriculum from Foundation to Year 6, with complexity and expectations increasing as the children progress. Effective instruction in these areas helps students develop strong writing skills that are essential for success.

Examples of Planning

Glossary