Our approach: At Wenhaston Primary School we aim to ensure that every child leaves our school at the end of year 6 able to write in a manner which enables them to communicate effectively and express themselves to a wide range of audiences. 

Independent writing 

We have developed a whole school approach to writing which encompasses key elements from CLPE  as well as the use of the Asset Sentence Structure Progression document. The Wenhaston approach focuses on the study of rich texts from the Power of Reading and Literacy Shed, to support the teaching of writing. This is achieved through exemplary modeling and an enjoyment of literature. We also use Cornerstones as a topic based curriculum tool, which includes English units that can be used to enhance writing opportunities. 

Before planning a teaching sequence for a text, teachers often write out their own modeled piece of writing for the particular genre. This is usually shared with the class at the beginning of the teaching or may sometimes be shared in sections throughout. 

Each block of planning consists of the ‘initiate’ phase e.g. reading stimulus, video, exploration of vocabulary, and teacher modeling (of the skill). Children then practice and explore the skills on their ‘planning’ page(s). 

After each skill has been explored, or once all skills have been explored and practiced (depending on the year group and needs of the class), children then write part (or all) of their text demonstrating the skills on their writing page(s). The teacher determines which place in the text the children write up to and they should not go beyond it. 

Editing takes place in years 1-6 and should be taught explicitly to ensure children are able to use the skills well to improve writing. The No Excuses Statements for each year group must be referred to during writing and editing to ensure best outcomes. 

Grammar and Punctuation 

The teaching of grammar and punctuation is incorporated into many of the units of work described above but will also be taught discretely where necessary; for example,  sometimes Key Stage Two use short informal ‘Grammar Hammer’ assessments. The No Excuses Statements are also referred to in this context; we place a high emphasis on the children using age appropriate grammar and punctuation. 

Spelling - In Key Stage Two, the children follow the ‘Spelling Shed’ spelling scheme of work 

Handwriting 

EYFS- We practice our handwriting during one session a week in our writing books, reinforcing either the graphemes or ‘tricky words’  from phonics that week.

Timetable expectations: 

EYFS - 1 lesson every other  day 

Years 1-6 1 hour lessons 4-5 times per week, building up to an extended, independent piece of writing at least once every fortnight. 

Recording and marking: 

All children in years 1-6 record in their exercise books following Power of Reading plans and expectations. 

Learning objectives and success criteria are evident in books for most lessons.

The Wenhaston Way - writing 

The objectives are clear and explicit for children in every lesson. Children should have time to reflect on their writing and  in KS2 have the opportunity to self-assess against the success criteria. 

Classroom environments support children’s learning. Examples of vocabulary and expectations of sentence structure are displayed and changed to reflect current objectives. 

In EYFS, children are provided with opportunities to write throughout the day and alongside all areas of learning to help them develop their physical strengths and the thinking behind writing.   

Children write in their English books during one guided lesson per week. It is also recorded independently through continuous provision. Work is marked according to the marking policy. 

Teachers follow the marking and feedback policy and encourage corrections where necessary, especially focusing on presentation and handwriting. 

Exercise books: 

EYFS A4 Half wide lined/half plain books

KS1 A4 lined books 

KS2 o A4 lined books 

Scheme, resources and licenses: CLPE Power of Reading, Classroom Secrets, Literacy Shed. 

EYFS and in-year variations: 

EYFS uses a mixture of CLPE texts, or those relevant to the topic / children’s interests at the time as whole class texts.  Writing opportunities are also presented by Cornerstones topics being taught. The focus is on vocabulary development starting with spoken language, moving onto recording. An input for writing is delivered every other day - each lesson the children complete a piece of guided writing with an adult and a writing challenge from the continuous provision. However the children also write during their daily phonics session too. There is exposure to writing all around the continuous provision and learning environment. Year 1 - children begin the year using planning sheets and writing frames, continued from EYFS. When those books are completed, children plan and write straight into an exercise book. 

Assessment: 

Each term. Children in years 1-6 complete an independent writing task over a series of lessons, marked by the teacher against the National Curriculum statutory requirements for writing for that particular year group. The focus of the writing will be decided upon by the class teacher and is part of the teaching sequence with scaffolding in place but independent choices being made throughout the composition and editing stages. 

Enrichment and extension: 

Children are able to ‘deepen the moment’ to extend their writing if required; teachers should suggest a skill they could use to do this. 

Examples of excellent writing are displayed in class and around the school.

Spelling: Spelling Shed? Marking policy-has that improved with embedding No Excuses.