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.