At Betty Layward Primary, we strive to create an environment that will promote both reading and writing. In order to ensure that all pupils learn to be confident writers we encourage children to write creatively whilst teaching key writing skills explicitly and systematically.

Teachers plan sequences of lessons to build towards a longer writing outcome that is linked to reading, drama and other shorter writing tasks.

Intent

At Betty Layward Primary School, we are committed to developing articulate, confident and imaginative writers. We believe that every pupil should be equipped with the skills to express their knowledge, ideas, and emotions effectively through writing, across the curriculum.

Through a carefully sequenced and high-quality writing curriculum, we ensure that children develop a broad and ambitious vocabulary, a secure understanding of grammar and strong spelling strategies grounded in phonics and pattern recognition. Our teaching supports pupils in writing with clarity, coherence, and creativity, adapting their language appropriately for a range of audiences, purposes and contexts.

We provide explicit and systematic instruction in spelling, grammar and handwriting, enabling children to internalise the conventions of written English and empowering them to manipulate language with precision and intent to engage and impact the reader.

Presentation and pride in written work are actively promoted from the earliest stages. From Reception, all pupils are taught to write in a fluent cursive script and are given meaningful opportunities to present their writing in a range of formats and genres, both in English and across the wider curriculum.

Implementation

Composition

Teaching of composition

At Betty Layward Primary School, our writing curriculum is structured around well-organised and thoughtfully sequenced units that enable all pupils to develop into effective, confident and creative writers.

Each half term, pupils engage with a rich and varied range of writing opportunities across Narrative, Non-fiction and Poetry. This broad exposure allows them to develop the skills to write with purpose, audience awareness and increasing sophistication across a range of genres.

Teachers carefully plan these units to ensure progression and challenge for all learners. Over the course of a typical week, pupils produce at least one extended piece of writing, tailored to their ability and stage of learning. This regular opportunity for sustained writing allows children to apply their knowledge of grammar, vocabulary and structure with increasing independence and precision.

To promote pride and ownership in their writing, pupils publish at least one polished piece each half term, which is shared and celebrated within the class. This not only reinforces the value we place on high-quality outcomes but also fosters motivation, care, and a sense of achievement among our young writers.

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Spelling

Teaching of Spelling

At Betty Layward we use the No Non-sense Spelling scheme of work to teach spelling from Year 3 to 6. Within each lesson new spelling concepts are taught, practised and then applied and assessed. Please see the  typical lessons sequence below.

At Betty Layward, we integrate handwriting activities into spelling lessons. The benefit of making our spelling activities kinaesthetic, allows our pupils to acquire the physical memory of spelling patterns as well the visual memory of how words look.

In Reception, Year 1 and Year 2, spelling is taught through the Little Wandle phonics and spelling scheme.

Grammar

At Betty Layward Primary School, Spelling, Punctuation and Grammar (SPaG) are taught both explicitly and purposefully, embedded within meaningful writing contexts across each half-term.

Teachers integrate SPaG through carefully planned short-burst writing tasks that allow pupils to apply grammatical concepts in relevant and engaging ways. For example, poetry is used to explore similes, metaphors, and expanded noun phrases; recount writing reinforces the use of coordinating and subordinating conjunctions; and letter writing provides a context for teaching fronted adverbials and shifts in formality.

In addition to contextualised application, SPaG is also taught through explicit, focused instruction, ensuring that pupils develop a secure and transferable understanding of grammar rules and conventions. This balanced approach supports pupils in using grammar with confidence and precision in their independent writing.

Handwriting

Definition

At Betty Layward Primary School, we recognise that handwriting is a fundamental skill that underpins success across the curriculum. Our aim is for all pupils to develop fluent, legible, and increasingly rapid joined-up handwriting by the end of Key Stage 2, enabling them to write confidently and efficiently across a range of subjects and purposes.

Handwriting is taught explicitly and progressively to ensure that it becomes an automatic, embedded skill that supports—rather than hinders—pupils’ creativity and cognitive processes. We also equip pupils with an understanding of how to adapt their handwriting for different audiences and contexts, ensuring they are prepared for the demands of future learning.

Aims and Purposes

• To develop a neat, legible, speedy handwriting style using continuous cursive letters, which leads to producing letters and words automatically in independent writing.

• To establish and maintain high expectations for the presentation of written work.

• For pupils to understand, by the end of Year 6, the importance of neat presentation and the need for different letterforms (cursive, printed or capital letters) to help communicate meaning clearly.

• To develop automaticity so that handwriting does not consume working memory, freeing children to compose well-crafted ambitious pieces of work.  

Teaching of Handwriting

At Betty Layward Primary School, we are very proud of our pupil’s handwriting and take particular care in our handwriting style. We use Letter-join’s online handwriting resource and Lesson Planners as the basis of our handwriting policy as it covers all the requirements of the National Curriculum.

Handwriting lessons will take the following format:

Early Years

For our youngest pupils we teach short handwriting lessons on a daily basis, which will include the following:

       • enhancing gross motor skills such as air-writing, pattern-making and physical activities

       • exercises to develop fine motor skills such as mark-making on paper, whiteboards, sensory trays, iPads, tablets, etc.

       • becoming familiar with letter shapes, their sounds, formation and vocabulary

       • correct sitting position and pencil grip for handwriting.

Key Stage 1: Years 1 and 2

Teaching progresses from five short, to three longer lessons per week:

      • continuing with gross and fine motor skills exercises

      • strengthening handwriting, learning and practice

      • numerals, capitals and printed letters; where and when to use, learning and practice

KS2

More advanced handwriting techniques will be taught during two weekly lesson, focusing on: 

      • reinforcing cursive handwriting across the curriculum

      • reinforcing form-filling/labelling using printed and capital letters

      • dictation exercises promoting quick note-taking and speedy handwriting writing skills

At Betty Layward we set high expectations for handwriting and presentation which will be upheld across all curriculum subjects. Children in Reception and Key Stage 1 will write predominately with handwriting pencils. All children in Key Stage 2 will write using handwriting pens. Teachers and support staff will act as a model when writing on the board or marking work, using a cursive style with accurate letter and number formation, as appropriate to the pupils’ level of development. All text displayed throughout the school, whether written or typed, will also model high expectations for handwriting and presentation. 

Pupils who display specific difficulties with handwriting will have these addressed through such resources as slanted writing boards, rubber pencil grips, using alternative writing media, etc. Individual cases may take part in Rapid Keep-Up interventions, which may address difficulties in letter formation or joins.

Incorrect letter/number formation will be addressed through marking and feedback as appropriate to the developmental level of the pupil, as well as through daily handwriting practice.

Impact

Assessment

Assessment is used to monitor progress and identify any child who needs additional support as soon as possible.

Formative assessment

Assessment for learning is used:

• Daily, within class, through next step marking, to identify children needing intervention support.
• Teachers complete one deep mark per child each week, to identify and respond to children’s misconceptions. 

Summative assessment

• Children complete at least two Gold Book tasks each half term to allow them to independently consolidate what they have learnt in their writing lessons.
• Each term, children from Year 1 to Year 6 complete an independent writing task which is focused on where the children should be at to ensure they are at least working at the expected standard.
• Teachers take part in intra- and inter-school moderation to support them in making accurate, fair and consistent judgements that are in line with National Curriculum standards and assessment frameworks. 
• Writing is monitored by SLT and scrutinised through the National Curriculum, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.

Whole School Writing Curriculum Map

English programmes of study: key stages 1 and 2 -please click here