"Writing is simply thinking through your fingers."

Isaac Asimov

Intent

At All Hallows C of E Primary School, our intent is to ensure that every child becomes a confident, fluent and motivated writer. We recognise, in line with the DfE Writing Framework 2025, that writing is complex and requires strong foundations in speech, language, reading, transcription and composition. We aim to develop pupils who can communicate their ideas, knowledge and emotions clearly and effectively, with writing fluency that supports success across the curriculum. Our curriculum places a strong emphasis on:

- Transcriptional accuracy (handwriting and spelling), taught from Reception onwards, so that children can write with increasing automaticity.

- Spoken language as the foundation of writing, with oral composition embedded throughout all year groups to support sentence formation, vocabulary choice and cohesion.

- High-quality, structured teaching that helps move children from novice to fluent writers through explicit modelling, guided practice and carefully sequenced tasks.

- A focus on quality over quantity, ensuring children produce thoughtfully crafted writing rather than long but unfocused pieces.

Our ultimate aim is for every child to leave All Hallows as a confident, happy writer who can express themselves effectively and independently, ready for the demands of secondary education and beyond.

Implementation

Writing is taught progressively from Foundation Stage to Year 6 through a structured, research-informed curriculum. Our approach follows the core principles of the 2025 Writing Framework, which outlines a common, evidence-based approach to teaching writing across primary education.

1. A Strong Focus on Transcription from Reception

From the earliest stages, children are taught:

- Consistent handwriting habits and letter formation

- Spelling through systematic phonics

- Oral sentence construction before writing

2. Sentence Instruction Embedded Within Composition

Grammar and punctuation are taught:

- Through real writing, not isolated drills

- Using model texts and modelled writing

- Through explicit sentence construction, cohesion and structure work

3. Oral Composition as a Continuous Priority

Children rehearse ideas aloud before writing. Oral rehearsal supports:

- Vocabulary development

- Fluency and clarity

- Understanding of audience and purpose

4. Carefully Sequenced Units Using High-Quality Texts

Each year group studies high-quality texts that underpin both reading and writing. Planning ensures:

- Progression in genre knowledge

- Repeated, meaningful practice of key skills

- Opportunities to revisit and deepen learning

5. Developing Independence in the Full Writing Process

Children learn to:

- Plan

- Draft

- Edit

- Rework

- Publish/Present

6. Early Identification and Support for Pupils Who Struggle

Teachers:

- Identify children needing support early

- Provide targeted teaching in transcription, sentence construction or composition

- Prevent pupils from falling behind

-Adapt learning to meet individual needs.

7. Writing Across the Curriculum

Writing is embedded within foundation subjects to support purposeful and meaningful writing.

8. Creating a School-Wide Writing Culture

Leadership ensures:

- A positive writing environment

- Consistent expectations

- Professional development for staff

- Shared approaches to modelling, feedback and assessment