Writing

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At Pluckley Church of England Primary School we aim to provide the ‘rich soil’ for our community; nurturing and cultivating all, to thrive and to achieve their full potential.

At Pluckley Church of England Primary School, the teaching of writing is of paramount importance within a broad and balanced curriculum. Our aim is that Pluckley pupils will develop a love for writing whilst gaining the communication skills necessary to be successful learners and citizens. 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 want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.

We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy 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. We will strive to equip pupils with the skills needed to write effectively across a variety of genres and for a range of different audiences. Pupils will discuss and refine their ideas through speaking and listening activities. Using accurate spelling, grammar, punctuation and handwriting, written pieces will be clear, fluent and engaging. Pupils will edit and improve their work, taking pride and care in producing high quality final drafts. Through the use of adventurous vocabulary, varied sentence structure, careful planning and imaginative flair, pupils’ writing will aim to engross and enthral the reader.

At Pluckley Church of England Primary School, writing becomes more than just a literacy skill; it becomes a tool for self-discovery, emotional regulation, and building resilience, ultimately enabling them to navigate life's challenges and live more fulfilled and happy lives.


We believe our writing curriculum is not just about literacy; it's about nurturing the foundational qualities of confident, responsible individuals who are deeply connected to their communities and equipped with the essential skills and mindset to thrive and contribute positively in the 21st century and beyond. It empowers them to be active participants in shaping a better future.

We aim for all our pupils to become:

  • A community of resilient and ambitious individuals who strive for outstanding outcomes, who use their initiative and are unafraid of making mistakes.
    • Writing is a process involving drafts and revisions, they learn that initial attempts don't have to be perfect. This normalizes mistakes as part of learning, building resilience in the face of challenges. They see feedback not as failure, but as a step towards improvement.  It builds self efficacy, as children see their writing skills improve over time, they develop a stronger belief in their own capabilities.
    • Overcoming writing challenges, like finding the right words or structuring a narrative, builds confidence that translates to other areas of their lives.Writing builds self efficacy as children see their writing skills improve over time, they develop a stronger belief in their own capabilities. Overcoming writing challenges, like finding the right words or structuring a narrative, builds confidence that translates to other areas of the curriculum and  their lives. Writing is a process involving proof-reading, editing and redrafting; they learn that initial attempts don't have to be perfect. This normalises mistakes as part of learning, building resilience in the face of challenges. They see feedback not as failure, but as a step towards improvement. 
  • A community of successful learners with a thirst for knowledge who are curious and self-motivated to learn and achieve.
    • The act of writing requires children to organise their thoughts, connect different pieces of information, and synthesize their understanding. This process deepens their comprehension and helps them see the interconnectedness of knowledge, fostering a desire to learn more and make further connections.
    • This process of investigation cultivates a habit of inquiry and demonstrates the power of knowledge in achieving a writing goal. They learn that asking questions and finding answers is essential for effective communication.
  • A community with a strong spiritual foundation who thrives by embodying our REFLECT values in all that they think, say and do.
    • By intentionally weaving writing activities that promote our REFLECT values throughout the primary curriculum, we create a powerful synergy. Children not only develop essential literacy skills but also cultivate a strong spiritual foundation rooted in respect, enjoyment, friendship, leadership, endeavor, cooperation, and trust. Their writing becomes a vehicle for embodying these values in all that they think, say, and do, fostering well-rounded individuals who thrive both academically and personally.
    • Through writing, children can explore different characters, cultures, and viewpoints. By stepping into someone else's shoes through narrative or persuasive writing, they develop empathy and a deeper respect for the diversity of human experience and beliefs. They learn to articulate and consider perspectives that might differ from their own. When children are encouraged to share their writing and listen respectfully to the work of their peers, they learn to value different voices and ideas. Constructive feedback sessions, where respect is emphasised, reinforce the importance of honoring each individual's contribution.
    • A curriculum that values enjoyment through imaginative writing that allows children to explore fantastical worlds and express unique ideas. This celebration of creativity nurtures their inner spirit and allows them to tap into their innate sense of wonder and playfulness. 
    • Children can use writing to express their feelings towards friends, write thank-you notes, or create cards. This encourages them to value their relationships and communicate their appreciation, strengthening the bonds of friendship.
    • As children develop confidence in their writing, they learn to articulate their ideas clearly and persuasively. This empowers them to take a leadership role in discussions and express their opinions with conviction and respect.
    • When children are encouraged to revise and refine their writing, they learn to strive for excellence and take pride in their work. This instills a sense of dedication, perseverance and commitment to producing their best effort. Children learn the value of endeavor and the satisfaction that comes from overcoming challenges to achieve a goal.
    • Collaborative writing projects inherently require cooperation, communication, and compromise. Children learn to share ideas, listen to others, and work together towards a common goal, reinforcing the importance of teamwork.
    • As children are encouraged to express their thoughts and feelings authentically through writing, they build trust in their own voice and ideas. Knowing their contributions are valued fosters a sense of self-worth and confidence.
  • A community provided with a range of strategies to support positive mental health; enabling them to live fulfilled and happy lives.
    • Through stories, poems, and character development, children can explore complex emotions indirectly. They can create characters who experience similar feelings and work through challenges, providing a cathartic release and fostering emotional understanding. Writing from different perspectives, whether it's a character in a story or someone with a different viewpoint, helps children develop empathy and understand the emotional experiences of others. This fosters compassion and stronger social connections. 
    • Seeing their ideas and words valued can have a significant positive impact on their sense of self-worth. Learning to articulate their needs and advocate for themselves and others through persuasive writing can empower children and equip them with valuable communication skills for navigating social situations and addressing concerns. Working together on writing projects and sharing their work with others can create a sense of community and shared experience, reducing feelings of isolation.
  • A community of confident and responsible individuals which has a strong sense of togetherness and strives to make a positive contribution both now and in the future.
    • Strong literacy skills are fundamental for success in the 21st century. As children become proficient writers, they gain confidence in their ability to navigate information, communicate effectively, and participate fully in society. Writing about real-world issues, exploring different viewpoints, and engaging in persuasive writing encourages critical thinking and the consideration of ethical implications. This helps them develop into responsible citizens who can make informed decisions.
    • Engaging with topics related to their local community, global issues, and social justice through writing helps children develop empathy, understanding, and a sense of responsibility towards the wider world. They learn to use their voices to advocate for positive change.

How is writing taught across the school?

At Pluckley Church of England Primary School, writing is taught 4x per week through Year 1 to year 6. Each class studies a different high-quality text, lasting from a few weeks to a whole term depending on text type, length and year group.  We passionately believe that reading and writing are inextricably linked therefore studying the text in both reading and writing sessions encourages children to make links and become empathetic and ambitious writers.

Long and short term planning and the use of progression maps ensure that a variety of genres are progressively taught and built upon both throughout the year and throughout the school.

Writing is also a key focus in the wider curriculum, especially in ‘Topic’ lessons, which is why Literacy and topic books are the same and known as the child’s ‘Learning Journey Book’.  Children are given the opportunity to transfer and build upon their knowledge of a genre studied during English lessons and apply this learning to a topic focus.

Through the writing process, children will acquire and learn the skills to plan, draft and refine their written work over time and are encouraged to develop independence in being able to identify their own areas for improvement in all pieces of writing.

Within each unit of work, sequenced lessons ensure that prior learning is checked and built upon and that National Curriculum objectives are taught through a combination of approaches/opportunities e.g. 

  • Opportunities to participate in drama & spoken language activities
  • Exploring the features of different text types and modelled examples (E.g. Spotting features in a WAGOLL – What a good one looks like)
  • Handwriting practise
  • Vocabulary practise
  • Shared writing (modelled expectations)
  • Discrete Spelling, Punctuation and Grammar lessons
  • Independent writing
  • Planning, drafting, editing, up-levelling and presenting
  • Performing

Spellings

From Year 2 a progressive spelling scheme is followed, No Nonsense Spelling. Through exploring spelling patterns and rules, we aim to create confident and proficient spellers using a discrete teaching approach underpinned by phonics. 

Children are also taught to:

  • Spell accurately 
  • Proof-read their spellings
  • Recognise and use word origins, families and roots to build their skills
  • Use dictionaries and thesauruses. 

How do we know what the children have learnt and understood?

Teachers use assessment as an integral part of the teaching and learning process and link it clearly to the children’s next steps.

  • Formative assessment grids (year group writing framework)
  • Constructive live marking
  • 1-1 conferencing and ‘modelling’ where appropriate. 
  • 2 - 3 pieces of ‘Published’ Writing per term 
  • Spaced learning 
  • Big write
  • Pink pens are used to identify the child’s independent skill to proof-read and edit, which forms 1-1 conferencing discussions  
  • Writing moderations

EYFS

At Pluckley Church of England Primary School, we believe writing in the early years is so much more than just forming letters on a page! It's the very beginning of a child's journey into communication, creativity, and understanding how the world works.

Writing in the early years is a developmental process that starts with exploration and play. By providing a supportive and stimulating environment, educators and parents can nurture children's early mark making and writing, laying a strong foundation for their future literacy success and a lifelong love of communication. 

The Early Years Foundation Stage (EYFS) framework sets literacy as one of the seven areas of learning for children, and this includes beginning to write. In EYFS children learn to write through a combination of adult directed activities and writing opportunities in the continuous provision. Learning to write happens in gradual steps. As children start learning Our aim is that by the end of Reception, most children will be writing independently and that their writing is clear enough to be read by others.

Here's a look at how writing develops in the early years and why it's so important. It's a broad spectrum that evolves as children develop:

  • Mark Making: This is the foundation! It includes any intentional marks a child makes, whether with crayons, paint, fingers in sand, sticks in mud, or even just scribbles on paper. These marks are the child's first attempts at representing their ideas and the world around them.
  • Drawing: Often intertwined with early writing, drawing allows children to visually express their stories, thoughts, and observations. They might tell you a whole narrative connected to their drawing.
  • Scribbling with Intent: As fine motor skills develop, scribbles become more controlled and might start to resemble lines or circular movements. Children may assign meaning to these scribbles, "reading" them as a story or a list.
  • Letter-like Forms: Children begin to experiment with shapes that look like letters, even if they aren't conventional. They are exploring the visual patterns of writing.
  • Invented Spelling (Phonetic Spelling): As children develop phonological awareness (understanding sounds in words), they start to write words using the sounds they hear. So, "cat" might be "kat," or "there" could be "thare." This is a crucial stage showing they are connecting sounds to symbols.
  • Early Name Writing: Recognizing and attempting to write their own name is often a significant milestone.
  • Writing Known Words: Children start to learn and use familiar, high-frequency words in their writing.
  • Simple Sentence Construction: Eventually, children begin to put words together to form simple sentences, often related to their drawings or play.

Why is Writing Important in Early Years?

  • Communication and Expression: Writing, in all its early forms, allows children to communicate their thoughts, feelings, and ideas. It's a way for them to make their thinking visible.
  • Developing Fine Motor Skills: The act of making marks, holding tools (crayons, pencils, brushes), and controlling hand movements are essential for developing the fine motor skills needed for more conventional writing later on.
  • Building Hand-Eye Coordination: Coordinating what they see with the movements of their hands is crucial for writing. Early mark making activities help develop this coordination.
  • Fostering Creativity and Imagination: Writing and drawing provide an outlet for children's imagination and creativity. They can create their own worlds, characters, and stories.
  • Developing Phonological Awareness: Invented spelling directly links sounds to letters, strengthening their understanding of how words are constructed. This is a foundational skill for both reading and writing.
  • Understanding Print Concepts: Through exposure to writing and their own attempts, children begin to understand that print carries meaning, that there's a direction to writing (left to right), and that words are made up of letters.
  • Connecting Reading and Writing: Early writing experiences help children understand that the squiggles they see in books are the same kind of marks they can make to represent their own ideas.
  • Building Confidence: Seeing their marks and early attempts at writing valued and encouraged builds their confidence as communicators and learners.
  • Laying the Foundation for Literacy: Early writing experiences are the crucial first steps on the path to becoming confident and competent readers and writers.
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