“You can make anything by writing.”

C. S. Lewis

Writing at TLA

Vision

At TLA, we believe that writing is an essential life skill which enables children to communicate ideas, express creativity and engage fully with the world around them. We are committed to developing confident, capable writers who can write with purpose, accuracy and imagination across a wide range of contexts and subjects.

Our vision is firmly rooted in the aims of the National Curriculum, which state that pupils should learn to “write clearly, accurately and coherently, adapting their language and style for a range of contexts, purposes and audiences,” while developing stamina and enjoyment in writing.

We aim for all pupils to leave primary school able to:

• write clearly, accurately and coherently
• use language creatively and imaginatively
• take pride in the presentation and quality of their written work
• view themselves as writers, with a voice that is valued and heard

Intent

Writing is taught as a progressive and cumulative process, underpinned by high expectations and clear ambition for all pupils.

Our Writing Curriculum ensures full coverage of the National Curriculum while equipping teachers with the knowledge and tools needed to develop effective, confident writers. Writing is always taught with a clear purpose and real-life context, reflecting the National Curriculum requirement for pupils to write in a range of forms for different audiences and purposes.

From the Early Years, we prioritise oral fluency, using stories, talk and discussion as the essential foundation for written expression. As pupils move through Key Stage 1 and Key Stage 2, they develop the ability to organise increasingly complex ideas into structured, precise and fluent prose.

Guided by the Grammarsaurus approach, grammar terminology, spelling patterns and rules, and punctuation for clarity and effect are taught explicitly and applied meaningfully within purposeful writing. Through the study of high-quality model texts, pupils learn to write with intent, adapting their tone, vocabulary and structure to meet the needs of different genres and audiences.

Writing is embedded across the wider curriculum, enabling pupils to apply and strengthen their writing skills in a range of subjects. This helps children to see writing as a tool for learning, rather than an isolated subject.

We actively foster a culture in which writing is valued, celebrated and enjoyed. Pupils are encouraged to take pride in their work, respond positively to feedback, and develop resilience and independence throughout the writing process. Writing is shared, published and celebrated regularly within classrooms and across the wider school community.

Impact

By the end of Key Stage 2, pupils will:

• write confidently and coherently for a range of purposes and audiences
• demonstrate secure technical accuracy in spelling, grammar and punctuation
• view writing as a meaningful and empowering skill, and a vital tool for learning across the curriculum

Handwriting

Aims

At TLA, our key aims in teaching handwriting are that the pupils will:

• Achieve a neat, legible style with correctly formed letters in accordance with the Morrells handwriting scheme.

• Develop flow and speed enabling writing to become automatic

• Take pride in the presentation of their work and gain confidence in using consistent, well-formed handwriting to communicate their ideas clearly.

Handwriting is an essential skill used throughout daily life and therefore requires explicit teaching and regular practice. When children are able to write legibly, comfortably and at speed, with minimal conscious effort, they are better able to focus on the higher-level aspects of writing, such as composition, vocabulary choice and meaning.

EYFS

In EYFS, children are provided with a wide range of writing implements and media to encourage, develop and extend their understanding of pattern, form and control. A strong emphasis is placed on developing gross and fine motor skills, as well as strengthening hand and wrist muscles.

As children’s control improves, they are encouraged to form letter shapes using their index finger in sand or paint before moving on to writing with pencils. When working on paper, children begin with large surfaces and writing tools, gradually transitioning to smaller paper sizes, lined paper and pencils, ensuring correct pencil grip is established and reinforced.

Key Stage 1 and Key Stage 2

In Key Stages 1 and 2, handwriting is taught using the Morrells approach, which places emphasis on the 5 P’s:

·       posture

·       pencil

·       paper

·       position pressure    

Key Stage 1

In KS1, handwriting is taught explicitly during English sessions, with a consistent approach across classes. All pupils are taught the same letter on the same day, ensuring that every child receives clear instruction in correct letter formation.

• If, at the end of teaching a letter family, individual pupils are still not forming letters correctly, targeted interventions will be planned.
• Once the full cycle of letter families has been completed, the cycle will be repeated to reinforce correct formation.
• Pupils who consistently demonstrate neat handwriting across all areas of writing will be considered individually for extension into joined handwriting, as appropriate.

Key Stage 2

In KS2, handwriting continues to be taught explicitly, typically at the start of writing sessions. Teaching becomes increasingly responsive to the needs of different year groups and individual pupils.

Focused letter formations and joins are revisited regularly, guided by teacher assessment of previous learning. A typical handwriting session may include:

• introduction or revision of a new letter formation or join, appropriate to the age and stage of the pupils
• practice of two lines of the new letter or join
• application of the join through the writing of words containing the chosen join
• extension activities, such as writing a sentence using the join within writing books

Provision for Left-Handed Pupils

Approximately 10% of the population are left-handed. All staff are aware of the specific needs of left-handed pupils and make appropriate adjustments to support effective handwriting development:

• paper is positioned to the left for right-handed pupils and to the right for left-handed pupils, with an appropriate slant as needed
• pupils are seated to allow sufficient space to position their paper comfortably on their preferred side
• left-handed pupils are seated to the left of right-handed pupils to avoid competition for space

 Handwriting and SEND

Additional support is provided for pupils with handwriting difficulties as required. The needs of pupils with fine or gross motor difficulties are addressed on an individual basis, following guidance from adults working closely with the child and, where relevant, reports from external agencies such as occupational therapists.

Appropriate adaptations, interventions and resources are put in place to ensure that all pupils are supported to progress in handwriting and develop confidence and independence.

GPS (Grammar, Punctuation and Spelling) at TLA

The Place Value of Punctuation and Grammar

We use the Grammarsaurus programme, 'The Place Value of Punctuation and Grammar' to teach each year group's grammar objectives progressively in Autumn 1.

We ensure that grammar, punctuation and spelling rules taught are in line with National Curriculum objectives, are referred back to throughout the year, and also link to grammatical features of text types taught in writing sessions.

The teaching of specific spelling patterns also services to support vocabulary development. In each year group and stage, pupils learn spellings from the National Curriculum appendix as well as the necessary spelling patterns for their year group, as set out in the National Curriculum. In both Key Stage One and Key Stage Two, spellings are taught using Grammarsaurus Spelling, an engaging and comprehensive programme which supports children in the acquisition of the key skills of spelling and word knowledge. The scheme aligns fully with the English National Curriculum for spelling and goes beyond its requirements to ensure pupils are confident and competent spellers.