Writing
At Greenacres, we are committed to developing confident, competent writers who are skilled in both transcription (spelling and handwriting) and composition (articulating and structuring ideas in speech and writing). Writing is a central part of children’s ability to communicate their thoughts, feelings and knowledge, and it takes place in many forms across the curriculum.
Through a wide range of strategies outlined in our Universal Provision Practice Document, we provide explicit modelling, clear success criteria and consistently high expectations so that every child understands what successful writing looks like and how to achieve it.
Composition is taught through modelling the writer’s voice, exploring the choices writers make and organising ideas clearly for a specific audience and purpose. Teachers regularly model shared writing, articulate their thought processes and provide structured opportunities for independent application across the curriculum.
Small adult-led focus groups and targeted interventions are used across the school to address gaps in learning, provide additional support or extend learning further. The focus is firmly on securing and developing foundational skills, and is adapted based on regular informal assessment. This flexible structure allows teachers to respond effectively to the needs of all learners, including children with SEND, EAL and those who are vulnerable.
Foundational Skills; Spelling
To ensure children become consciously competent writers, we place strong emphasis on developing fluency in transcription through secure phonics knowledge, understanding of morphology and orthography, and the accurate application of spelling.
- We follow the daily teaching of Little Wandle Letters and Sounds Revised in Reception and Year 1 and Little Wandle Spelling in Year 2.
- From Year 3, spelling is explicitly taught three times a week, following the coverage outlined in our Spelling Scheme Coverage document.
- Within each writing unit, key words from the year group’s spelling list have been included in the modelled outcomes to support the use of these words in context. By including these words, the children are immersed in age-appropriate common exception words / spelling patterns and given the opportunity to practise and apply these words in their writing.
Foundational Skills; Handwriting
At Greenacres, we recognise handwriting as a vital foundational skill that underpins automaticity and fluency in writing. When children develop secure, legible and efficient handwriting, they are able to form letters effortlessly, allowing their cognitive energy to focus on composing, organising and refining their ideas rather than on letter formation.
- Print script is taught in E.Y.F.S. and Y1 in line with Little Wandle
- Formation phrases are used for lowercase and uppercase letters
- From Y2, exit strokes are taught first to enable children to continue to use their formation phrases
- From Y2 upwards, cursive script is used
Through explicit teaching, regular practice and high expectations, we ensure that correct pencil grip, posture and letter formation are embedded from the earliest stages. As handwriting becomes automatic, pupils gain confidence, stamina and flow in their writing, enabling them to communicate their thoughts clearly and effectively across the curriculum.
Foundational Skills;Vocabulary development
All writing is stimulated by high-quality reading and powered through purposeful talk, including discussion and drama, providing the opportunity for children to use key vocabulary in context. To support the children’s vocabulary development, the modelled outcomes contain the subject-specific vocabulary from the subject linked to the writing unit. These words are identified in the progression documents and the knowledge organisers.
Foundational Skills; Punctuation & Grammar
The explicit teaching of grammar and punctuation is essential in developing fluent, confident writers. A secure understanding of sentence structure, grammatical features and accurate punctuation enables children to write with clarity, precision and control.
When these skills become embedded and increasingly automatic, pupils can focus more fully on crafting and refining their ideas rather than hesitating over technical accuracy.
Through clear modelling, direct teaching and purposeful application across the curriculum, we ensure that children understand not only how grammar and punctuation work, but why they matter.
- From Year 3, grammar is explicitly taught three times a week, following the coverage outlined in our Grammar Scheme Coverage document.
This strong foundation supports pupils in communicating effectively for a range of audiences and purposes, strengthening both the quality and impact of their writing.