Writing

Across school, writing is taught in small, manageable steps. Teachers model writing clearly, demonstrating letter formation, spelling and sentence construction so children can see exactly what good writing looks like. Pupils then have plenty of opportunities to practise these skills, both in short bursts and in longer pieces of writing. We use “ready‑to‑write” routines that help children prepare physically and mentally for writing. This includes warm‑ups to strengthen fine‑motor control and reminders about posture, pencil grip and using the non‑writing hand to steady the paper. Staff gently challenge unusual pencil grips and support children to develop habits that lead to fluent, comfortable writing. Where children need extra practice, we provide it promptly through targeted support and high‑quality modelling from adults.

In Early Years, we focus on the foundations that make successful writing possible later on:

• Communication and language are prioritised so children can express their ideas clearly.
• Adults model rich vocabulary and recast children’s speech so they hear accurate grammar.
• Children build gross and fine motor skills through purposeful play, preparing their hands and arms for writing later.
• We do not expect children to trace letters or write their names before they are developmentally ready.
• Children are encouraged to hold mark‑making tools correctly, but we do not formally teach transcription at this stage.

Reception

When children start Reception, handwriting and spelling are taught explicitly from the outset so they can become automatic. This frees up working memory for composition.

• Children are taught posture, pencil grip, letter formation, and how to use their non‑writing hand.
• Staff understand the needs of left‑handed writers and adapt teaching appropriately.
• Most composition is oral, allowing children to rehearse ideas before writing.
• Children practise handwriting daily, alongside their phonics lessons.
• Dictation is an essential part of teaching, ensuring every word can be spelt and formed correctly.
• Pupils who need additional support are identified early and receive more time and practice to secure key skills.

Year 1

• Children complete handwriting practise on paper, not whiteboards, so teachers can clearly see their progress.
• Teachers model how to form lowercase and uppercase letters and digits 0–9
• Children practise writing with their known GPCs, applying their phonics knowledge to spell words independently.
• Wide‑lined paper is used until pupils show good control.
• Misconceptions are spotted and corrected immediately.
• Staff focus closely on children who need the most support, offering guidance, feedback and extra practice.

Year 2

In Key Stage 2, children continue to practise handwriting regularly so it becomes increasingly fluent. They develop stamina for longer pieces of writing, edit and refine their work, and apply grammar in context rather than in isolation.

By Year 6, pupils are expected to maintain legible, joined handwriting even when writing at speed.