English

Intent

At St. Saviour's, we understand the importance of children becoming effective writers who can write for a range of purposes and experience success.

We promote a love for writing through the provision of high quality texts, an engaging curriculum and modelling and teaching of writing skills to develop enthusiastic and independent writers. 

We aim to provide an exciting and progressive curriculum that enables children to 

• gain a good knowledge of phonics and a wide vocabulary

• understand and apply spelling conventions and a good understanding of grammar

• write clearly, accurately and coherently and adapt outcomes for the purpose and audience

• take pride in the presentation of their writing and develop a legible cursive handwriting style

Implementation

Writing is an essential part of our curriculum. We seek to inspire children to write through use of high quality texts, enrichment activities such as educational visits and visitors to our school. We take pride in the children's writing and share their successes through displays and awarding certificates.

In EYFS, children begin to understand the meaning of a word and simple sentences through shared reading and phonics teaching. They learn how to form letters and write words through small group teaching and the provision of a writing-enriched environment to explore.

Wrting is linked to either the whole class texts (see below) or with our curriculum topics. We encourage writing for a purpose (letter to MP, poetry for the outside area, stories to share) which helps the children engage more with their learning. We encourage children to see themselves as authors and to use editing skills to improve their work. 

Each week, children write using a range of strategies suitable for the task and to lead towards the final outcome. Children are supported by good modelling by the teacher, good examples (WAGOL), scaffolding, vocabulary, word banks, mind maps and encouraged to edit and peer review their work.

The writing curriculum includes teaching of spelling, grammar and use of correct punctuation that enables the writer to be more fluent. The targets and outcomes for writing are shared with the children and displayed on the learning wall or within their workbooks. We have high expectations for writing and agreed expectations for the end of each year group (non-negotiables).

Spelling is a priority at our school and as such is taught discretely as well as during English lessons. In Reception and Year 1, the children begin to learn spellings of harder to read and spell words (HRS) and sound out words using their phonics knowledge (Essential Letters and Sounds). In Year 2, they continue to build on their phonics knowledge with a Y2 spelling programme (Essential Spelling). In KS2, they continue learning spellings - conventions and exceptions through investigative games and use of dictionaries. Displays of high frequency and HRS words are available either on display or as word mats.

Handwriting is taught systematically following the handwriting policy. Children's handwriting is assessed and some children benefit from use of pencil grips or slopes to support and provided with extra support where necessary.

Assessment for learning (ongoing) and summative assessment reveal the children's understanding of the elements being taught which informs future teaching. Assessment for learning helps to address any misconceptions at the point of learning and can identify those children that need support or challenge and so plan tasks to meet the needs of all children. Some children who may be identified as at risk of not attaining expected progress are given additional support (intervention). 

Whole school assessments: Milestones (1, 2 and 3) when writing is assessed for handwriting composition (effect, organisation, and structure) and Spelling, Punctuation and Grammar (SPAG)

• YR Baseline assessment

• Y6 SATS - teacher assessment