Intent 

At Austwick Primary School we believe that a quality English curriculum should develop children’s love of writing. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts.  

We believe that children need to develop a secure knowledge base in writing, which follows a clear pathway of progression as they advance through the primary curriculum, demonstrating perseverance and also respect for each other’s ideas.  A secure basis in writing skills is crucial to a high-quality education and will give our children the tools they need to participate fully as a member of society. 

Implementation 

We follow The Literacy Tree scheme of planning, who’s primary focus through its book-based pedagogy is to motivate children to write for a range of audiences and purposes using high-quality, diverse children’s literature by significant authors. The carefully-planned sequences of lessons provide opportunities to explore writing conventions, which are embedded, and apply them into authentic writing for a range of real-life audiences. The writing outcomes are chosen for their pertinence and relevance to the particular point in the text (not chosen for their ‘genre’), marrying the writing opportunity with the relevant conventions so that children see the purpose in the skills learnt. Skills and outcomes are revisited to practise and consolidate learning. Grammar, punctuation and spelling are taught as part of the writing unit or in discrete sessions as appropriate. Focussed letter formation in weekly handwriting lessons (continuous cursive is the style of joined handwriting taught) is taught from Year 1 onwards.  

In EYFS, English lessons are based on a core text which changes on a weekly basis, selected to fit with the wider topic in EYFS and explored through focus activities led by an adult. Literacy knowledge and skills are also developed through continuous provision in the environment. The class has resources available to be selected by the children to support their emergent reading and writing skills. A well-resourced book corner and writing table have activities based around the skills being taught that week. 

We recognise that spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers ensure the continual development of pupils’ confidence and competence in their knowledge of spoken language and listening skills. They are assisted in making their thinking clear to themselves as well as to others and teachers ensure that pupils build secure foundations by using discussion to probe and remedy any misconceptions. 

Building on this foundation, we teach English using a range of strategies which include: 

• Group Discussion – children discuss and explore new ideas in a small group or whole class setting. They listen to and value each other’s ideas whilst taking on board feedback to improve their own explanations. 

• Partner Talk – children work in partners to discuss their ideas. They are able to explain their ideas about texts they have read and prepare their ideas before they write. 

• Questioning – Teachers use a range of questioning strategies to establish children’s understanding and develop their learning. Higher level questioning is used to elicit a deeper understanding. 

• Modelled Writing – Teachers model writing and editing to demonstrate the high expectations they have. They verbally ‘think aloud’ to make the writing process explicit and provide a rich and varied vocabulary for the children to utilise in their own work. 

• Shared Writing – Teachers use the ideas from children to create shared pieces of writing. This enables the children to see the writing process in action and use this process in their independent writing. 

• Comparing, Analysing and Evaluating – Children review written texts, establish the strengths and weaknesses of different examples and incorporate these ideas into their own work. 

All English lessons have clear success criteria so that children understand the expectations of the task and how they can achieve their best in the lesson. Success criteria are consistently referred to during teacher modelling and used effectively for self and peer assessment at the end of a task. The success criteria are referred to when feedback from the teacher is given, either verbally or in writing. Success criteria can be altered for different age/ability groups in the same lesson. All success criteria will have a ‘challenge’ so that children can stretch themselves and deepen their learning. 

English activities are differentiated so that all children can access and achieve the success criteria. Effective differentiation is in place so that all children have the support to meet the learning intention through having vocabulary word banks, spelling mats, writing frames and sentence starters, mixed ability groupings and adult support. Children are taught and know how to demonstrate greater depth in their work and this is reinforced through the success criteria which children refer to throughout their work and assess against on completion. 

English progression planning outlines what pupils are expected to know and be able to do by the end of each year. Extended writing opportunities take place across the curriculum, providing the children with the opportunity to demonstrate their literacy knowledge and skills, showing depth and mastery and allows them to write about a range of topics. 

Assessment 

EYFS 

Regular observations and assessments of learning are recorded in the child’s learning journal and contribute to a summative assessment at the end of EYFS using the Early Years Outcomes for Communication and Language, Physical Development and Literacy. 

Key Stage 1 and 2 

Children are assessed formatively through questioning and marking to ensure that teachers understand where children are currently in their learning and what their next steps need to be. 

In addition to this, twice yearly summative assessment opportunities are planned into the academic year to ensure that the progress in knowledge and skills that each child makes is accurately measured. Summative assessment opportunities are used to support teachers in their assessment judgements and should not replace teacher judgement based on experience of the child in lessons. 

Inclusion 

Some children experience learning difficulties which affect their progress in writing. Class teachers inform the SENDCO if they are concerned that a child may have underlying learning difficulties. Some children may receive SEND support. This may include: 

• Intervention activities in small groups or one-to-one. 

• Phonic intervention. 

• Language groups. 

• Support from outside agencies. 

Children who achieve highly in their writing will be supported and given opportunities to deepen their knowledge and skills through the writing sessions and differentiation. The success criteria for the lesson also indicates how greater depth has been taught within the lesson and how this can be demonstrated by the child in their pieces of work. 

Impact 

The impact of the curriculum will be reviewed (throughout the year) through observations and assessments of pupils’ learning and through pupil discussions about their learning. This will identify how much knowledge they have gained and remember over time. Data from national tests will also be analysed for impact.  

Policy created: February 2025 

Review Date: February 2026