Primley Wood Primary School

English Writing

Writing Strategy – Intent, Implementation & Impact




Our intent is to encourage children to be independent writers who are able to write for a wide range of audiences and purposes across many different text types. Our pupils will be able to apply their writing skills across the breadth of our curriculum and understand that writing should always have a purpose, to see the value in writing and how writing can open a world of opportunity for them. We want our children to feel inspired by their ability to write and use it both as a tool that should be celebrated and used positively. Our children to leave school with the knowledge and ability to write in their life and write confidently. To be assured in written communications to facilitate their success in education, work and leisure. We intend for our children to amalgamate their reading and writing skills and in the process of becoming literate be able to draw meaning and enjoyment from words both written and read.




Our children begin their writing journey in EYFS where they begin to mark make and attach meaning to the marks they make. They enjoy teacher modelling and scaffolds to support him as well as being given a variety of opportunities to write for enjoyment and meaning within our ongoing continuous provision. They also begin more formal writing practise in the Autumn term through the beginning of their Little Wandle Phonics journey.

In Key Stage 1 they continue their learning of our reading into writing approach Little Wandle where they practise the fundamental skills of phonic knowledge and language structures that they will apply in their writing. They work in groups matched to their phonic knowledge and have a story based approach. Within Key Stage 1 writing they focus on the vocabulary of language and explore this. New vocabulary learned is taught, embedded, revisited and developed through use of a vocabulary display.

Texts are specifically selected to reflect the diversity of our demographic and are based around a variety of themes from moral to cultural. In English Writing session there is repetition in structures to ensure children can know more, understand more and remember more and facilitate teachers to revisits known text types, language and features building on children’s knowledge and develop coherence, structure and complexity of their writ5ing as well as a thorough focus on the ‘why of writing and linked back to the intended audience and purpose of a piece of writing.. This process allows them to return to, revisit and build upon their existing skills. Home readers continue to be provided and expectation and independence is increased as they progress through the year groups.


From Key Stage 1 to Key Stage 2 our writing offer is driven by key texts that are selected to reflect the diverse nature of our demographics to ensure there are characters, settings and plot that our children can identify and relate to as well as providing literature that will encourage children to be tolerant and celebrate difference. These texts serve to give purpose and context to writing to make it meaningful for children as recommended in the Education Endowment Foundation report (2012)

Each two week cycle reflects the smaller steps and recommendations within the Literacy Guidance Report, Education Endowment Foundation (2017).




Each cycle begins with ‘Immersion’. Here our teachers personally write great examples of each text type which they read aloud to our children, this is the catalyst children engaging with the subject matter and content of the piece. In this step Oracy is a key component of encouraging children to construct, develop and share their opinions about characters, issues and themes being discussed, a range of class, paired and independent reading is used before adults and children alike bring the text to life through speaking and listening and drama activities to identify with characters and motives behind writing. Throughout this phase we return to the why of writing and making clear that writing can only be effective e when closely matched to the purpose and audience. We believe that Immersion should not be isolated to text so we encourage our staff to use props, media and multi-sensory prompts to stimulate our children’s imaginations and support a secure understanding.




Each cycle has a sequence of lessons on the ‘genre’ fo writing where good examples or WAGOLLs are analysed and studied before children move on to show their comprehension of this through text marking, discussing effective devices and using talk and written response to connect the example to their world, link it to other literature and reflecting on what makes it an effective piece. A critical part of this is developing their understanding of how an effective style for one genre may not be as effective for others, in doing so we encourage children to make authorial choice about the content and structure of their work.


We also focus here on practicing the fundamentals of writing with modelled instruction on how to include Spelling, punctuation and grammar skills that are relevant to this genre of writing, this practises skills in context and our ‘I do, we do, you do’ approach gradually promotes independences and fluency while allowing for perpetual assessment for learning and addressing misconceptions. Each session with direct instruction of a SPAG objective incorporates an independent application so teachers can assess knowledge, identify focuses and inform the pitch of future learning so it is adaptive to their children’s emerging needs.


The final element of our ‘genre’ phase is the act of vocabulary learning, acquisition and practise. We use a variety of resources and approaches including pre-teaching, synonym work and use of speaking and listening to support our children understanding not only what vocabulary works in this style but to give them strategies to acquire and internalise new language. Teachers model this and display new vocabulary and definitions on working walls as we understand making reference to these in the future is vital to develop the move from working to long term memory. Each cycle involved reflection on the previous to revisit vocabulary and reflect on its effectiveness, this step critically means our children will be vocabulary rich and therefore well-prepared when it comes to them drafting their work.





In the ‘planning’ phase, our teacher model for children how to plan and incorporating aspects of language, grammar and structure as well as content they will write about, we use the same planning structures throughout school so that as children revisit genres they use their familiarity with them to extend the sophistication of their plans, as children progress through school they are asked to be more detailed around selection of skills and language and be able to articulate this to their peers and teachers. Verbal rehearsal is important to provide children with a readiness to write’ and so feedback can be given by adults.




During the ‘drafting’ phase of writing, our teachers prioritise modelling and metacognitive strategies like ‘Writer talk’ We understand that to push our children on we must not only show them how to write but communicate the importance of making educated choices about language, structure and punctuation to meet the purpose and desired outcome of a piece of writing, Oracy is critical as we facilitate children discussed effectiveness and contributing to shared writing to construct a modelled examples of the genre they will write about independently, we ensure we use a variety of resource to enable and extend our children’s learning with a  focus on ‘conscious control and manipulation of language and structure’


Interaction is important during this modelled writing phase to provide chance for teachers to assess children’s understanding and develop a bespoke approach to independently work where day-to-day a teachers focus may change from target children or attainment groups to have a real impact on quality of writing.


We live marking and verbal as much as possible to provide immediate feedback to children on their writing as well as FeedForward Journal to track progress of a cohort over time and intervene when misconceptions are established, we empower teachers at each step of our writing process to adapt their offer to react to their children’s emerging needs.




When editing we build children’s self-awareness over time and their ability to reflect on the effectiveness of a piece of work, teachers use visualisers to edit in context and breakdown year group objectives modelling how to review and edit a piece of work, this process starts discretely with individual objectives but as children’s confidence grows so does their abilities to effectively, edit, change and ‘uplevel’ from a single word basis to using ‘polishing paragraph’ to re-draft longer passages, all editing is completed in purple pen to denote redrafting and show children that the best writer’s return to and redraft work until they are satisfied reflecting on the audience and purpose throughout.


Modelling is just as important as in the drafting process but we understand especially as children grow through Key Stage 2 that their independence and autonomy must be prompted as well as their ability to evaluate themselves and their peers accurately so lessons are adapted to reflect that.




To support children with taking pride in their work once the ‘drafting’ and ‘editing’ process is complete the final phase in the sequence is to ‘publish’ their work. This involves them writing a final draft to incorporate all of their amendments and improvements to showcase their writing ability, this prompts children making choices about final selections of content, grammar and language while also providing teachers with  final piece with which to assess progress and use to drive the next writing sequence to build on their skills and knowledge






Our children will acquire new skills through practise and apply them independently. As our children progress through school the diversity of subject matter, cultures and authors within texts will grow and as such they will gain a wider understanding of the world that they live in. Our children will appreciate this and incorporate these aspects into their written work drawing on the literature that surrounds them as they do so.


Our outcomes, both in terms of children’s personal development and enjoyment of reading as well as academically will increase as a direct consequence of this increased skill in grammar, composition and evaluation. Their development of a rich and varied vocabulary in their time here will be reflected in positive progress measures and an increase in its application to their independent writing. Our children will leave as fluent and capable writer’s able to rely upon their writing dexterity in many different styles and purposes. They will leave with the confidence to communicate with people in their own worlds both verbally and written and do this successfully.


Most important our children will leave our school with an enjoyment of writing, we acknowledge that in the present climate this is not the case for all children (Literacy Subject Report 2023) so therefore understand the importance of supporting a love of English and writing and literature as we believe that doing this within Primary Education sets our children on a pathway to enjoying literacy throughout their lives and opening doors in their future.



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