At Stoke St Gregory Primary School, we believe that writing is a powerful tool for communication, creativity and self‑expression. Our writing curriculum is designed to ensure that all children develop strong foundational skills - handwriting, spelling, grammar and sentence construction - while also learning to write with purpose, voice and confidence across a wide range of genres and subjects.

Our curriculum is rooted in high-quality texts, carefully sequenced learning and explicit teaching that enables every child to become a fluent, capable writer.

A Text‑Led Curriculum

We teach writing through a high-quality, text‑based pedagogy. This ensures that all learning is anchored in rich, diverse and meaningful texts that inspire discussion and imagination. Writers studied range from classic authors to contemporary voices, giving pupils a wide experience of styles, structures and themes.

Every writing unit includes:

• Dramatic discovery points to immerse children in a text
• Embedded grammar and literary language taught in context
• Purposeful writing opportunities, short and extended
• Clear audiences so pupils understand the impact of their writing
• High-quality modelling by teachers, including shared and guided writing
• Vocabulary enrichment woven through reading, writing and discussion

Strong Foundations: Transcription, Handwriting and Spelling

We place significant emphasis on transcription from the very beginning of Reception through to the end of Key Stage 2.

Handwriting

We prioritise accurate, fluent letter formation from the earliest stages so that transcription becomes automatic, freeing children to focus on composition as they move through the school.

Early Years

In the Early Years, handwriting is built on secure physical development. Children develop the fine‑motor and gross‑motor strength needed for writing through daily play, mark‑making and manipulation activities. Letter formation is taught explicitly through Unlocking Letters and Sounds, supported by short, regular handwriting sessions that introduce correct starting points and pencil grip. Children are supported to recognise mistakes at the earliest opportunity so accurate habits become automatic.

Key Stage 1

As pupils move into Key Stage 1, we continue to secure accuracy and consistency. Children practise handwriting frequently in short, focused sessions, applying the same high expectations across all subjects. Once printing is secure (typically towards the middle of Year 2) pupils begin to learn a joined cursive script through Letter‑join, taught in a clear and progressive sequence.

Modelling and Expectations

Teachers consistently model high‑quality handwriting in every lesson. We expect legible, neat work in all books, with correct letter sizing, spacing and line use. Presentation is part of our whole‑school culture and one of our STOKERS: Take pride in our work.

Intervention and Support

Pupils who need additional help receive targeted support such as:

• fine‑motor interventions
• additional handwriting practice
• one‑to‑one or small‑group sessions
• adapted resources where needed

We monitor progress carefully to ensure every child develops fluent, automatic handwriting that frees up cognitive load so they can focus on composition.

Spelling

Spelling is a key part of our early foundational knowledge in writing, ensuring pupils develop the accuracy and automaticity they need for fluent, confident composition. We teach spelling systematically, consistently and with fidelity from the moment children enter school.

Early Years & Key Stage 1

In the Early Years and Year 1, spelling is taught explicitly through our phonics programme, Unlocking Letters and Sounds, following the sequence and routines set out in the scheme. Children apply their phonics knowledge daily through encoding, dictation, spelling games and writing tasks. Spelling is a major part of our morning routine and teaching day.

Year 1 and Above

From Year 1 onwards, children also follow a structured spelling scheme through Purple Mash, which covers all National Curriculum spelling patterns, rules and statutory word lists. New rules are taught each week, revisited throughout lessons and applied in children’s independent writing.

All pupils in Year 1 and above start each day by practising their spellings, helping to build fluency. Teachers monitor this closely to ensure progress and identify pupils who may need extra support.

Home Practice

Children are expected to practise spellings at home each week, reinforcing classroom learning and enabling parents to support their child’s accuracy and confidence. Home practice complements our school routines and strengthens long‑term memory.

Impact

Our consistent, systematic approach has led to marked improvements in spelling accuracy across the school, with pupils increasingly able to apply phonics knowledge, spelling rules and key vocabulary independently in their writing.

Teaching Writing: Building Independence, Voice and Control

Across the school, our writing lessons incorporate:

Explicit Teaching of Grammar and Sentence Construction: Grammar is taught in context, directly linked to the texts pupils are studying. This helps children understand why writers make certain choices and how they can apply these techniques in their own work.

Modelling and Shared Writing: Teachers model writing live, demonstrating:

• sentence construction
• planning and drafting
• revising and editing
• authorial choices

Pupils learn to internalise the habits and strategies of successful writers.

Writing for Purpose and Audience: Our writing sequences ensure pupils create texts with real intention: letters, reports, posters, narratives, arguments, dialogues, explanations, biographies and more.

As children develop as confident writer, each year group studies a wider range of genres, including:

• adventure, historical and fantasy narratives
• newspaper reports
• biographies and autobiographies
• persuasive speeches and posters
• explanation and information texts
• balanced discussions
• poems and playscripts

This breadth ensures pupils become adaptable, confident writers ready for the varied demands of secondary school and beyond.

Writing Across the Curriculum

Writing is not limited to English lessons. We expect high-quality writing in every subject, ensuring pupils apply their skills in meaningful contexts. Across the curriculum, pupils write:

• scientific explanations
• historical recounts and discursive essays
• geographical reports
• prayers, reflections and theological responses in RE
• artwork descriptions and artist studies
• mathematical reasoning using full sentences

This strengthens disciplinary knowledge and supports vocabulary acquisition.

Celebrating Writing

We celebrate children’s writing widely so pupils take pride in their achievements and understand themselves as authors:

• published writing on display
• opportunities to read writing aloud
• sharing work in collective worship
• writing competitions and events

Inclusion and Adaptive Teaching

Our text-led approach is inclusive by design. Through adaptive teaching, scaffolding and high expectations for all, every child is supported to achieve success in writing. This includes:

• chunked tasks
• oral rehearsal
• sentence stems
• vocabulary scaffolds
• pre-teaching and small-group support
• targeted interventions for spelling, handwriting and composition

Our approach ensures all pupils, including those with SEND or disadvantaged backgrounds, can access high-quality writing instruction and make strong progress.

Our Aim

By the time pupils leave Stoke St Gregory, it is our aim that they will be able to:

• write with fluency, accuracy and control
• use handwriting and spelling that is automatic and secure
• craft writing for a wide range of purposes and audiences
• communicate with clarity, imagination and confidence
• edit and improve their writing thoughtfully
• take pride in their written voice and creativity