Writing Policy - Lady Margaret Primary School

There is something delicious about writing the first words of a story. You never quite know where they’ll take you. Beatrix Potter

Respecting rights

The policy has been composed with due consideration to our whole school commitment to the Rights of the Child and our accomplishment of being a Rights Respecting School. It is written in accordance with Article 28 of the United Nations Convention on the Rights of the Child ‘Every child has the right to an education’ as well as Article 29 ‘Education must develop every child’s personality, talents and abilities to the full.’ Although direct reference to this is not continuously made, the policy has been written with full consciousness of our responsibility and commitment to pupil’s rights.

Purpose of study

In accordance with the National Curriculum, Lady Margaret Primary School believes:

Writing has a pre-eminent place in education and in society. A high-quality education in writing at Lady Margaret Primary School will teach pupils to write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.

Through engaging in high-quality activities based around a high quality text, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Pupils will also have acquired a wide range of vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.

Through the core texts selected and studied, the pupils at Lady Margaret will learn to appreciate our rich and varied literary heritage and by the end of their primary school journey pupils should be able to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.

Curriculum aims

The programmes of study for writing at Key Stage 1 and 2 consist of two dimensions:

transcription (spelling and handwriting)
composition (articulating ideas and structuring them in speech and writing).

It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition. Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.

Oracy

Spoken language underpins the development of reading and writing here at Lady Margaret. As a school we wholeheartedly believe high quality writing arises from a sea of talk and every opportunity has been provided for pupils to participate in discussion activities. 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. All teachers will therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils will develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write.

All pupils will be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils will be able to adopt, create and sustain a range of roles, responding appropriately to others whilst in character. They will have several opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, ,refine, share and respond thoughtfully to drama and theatre performances. Further information can be found in the Oracy policy.

Spelling, vocabulary, grammar and punctuation

Opportunities for teachers to enhance pupils’ vocabulary should arise naturally through the reading and writing lessons. As pupils’ vocabulary increases, teachers will show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. References to developing pupils’ vocabulary are also included within the appendices.

Pupils should be taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and how to use the language to describe language. This is not intended to constrain or restrict teachers’ creativity, but simply to provide the structure on which they can construct exciting lessons. Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.

Planning and Progression

The writing curriculum is carefully planned alongside the aims of the National Curriculum guidance for Key Stages 1 and 2 with clear progression across year groups. Pupils in EYFS will be provided with every opportunity to engage in writing and talk around writing through the use of role play, small world scenarios, helicopter stories and frequent phonics sessions. The curriculum is planned to ensure that a wide range of literature from different cultures and heritages is explored and valued. Lady Margaret Primary School has worked in close partnership with CLPE (Centre for Primary Literacy) and Mark Hartley (educational consultant) to select high quality core texts and to create writing sequences whereby pupils are provided with opportunities to write for real purposes and real audiences. Our pupils have opportunities to apply and showcase their writing skills across the curriculum through a wide range of activities such as achievement assemblies, work of the week, poetry assemblies and WOW authors.

Together, we have designed the curriculum to best suit the needs of our pupils and to spark interest, challenge and curiosity. We teach writing alongside a different core text every half term which is often linked to the History/Geography topic being studied. The overview of the core texts can be found on the website and in the appendices (appendix 1). At Lady Margaret, the writing lessons are planned in accordance with the writing sequences created by CLPE/Mark Hartley and other experienced members of staff which outline how learning should progress across a unit of learning as well as providing detailed plans for the day to day teaching of Writing.

The writing sequences ensure:

There are high quality model texts for the children to deconstruct and analyse with their teacher. The model writes are based on the core text and focus on specific grammar aims obtained from the National Curriculum.
Spelling, punctuation and grammar are taught in the context of pupil’s own writing, and where necessary through discrete lessons.
Pupils have abundant opportunities for talk within writing lessons in order to engage andunderstand the core text thoroughly through a range of drama activities such as freeze frames, role play and conscience alleys.
There are ample opportunities for teachers to model writing skills by teaching pupils how to create, improve and revise their writing through shared writing (appendix 4), whiteboard work and through the use WOW authors.
Every opportunity is provided for pupils to become critical readers of their own writing by using self or peer-evaluation and by checking their work independently or alongside their writing buddy for sense, precision and meaning.
Pupils are provided with a wide range of vocabulary and differentiated word mats which the teacher will activate through their pithy and accurate teaching of Writing.
Pupils are taught to develop their ability to organise and present their writing.

All teachers will adhere to the key principles of writing (appendix 2), which have been created in accordance with the needs of the pupils of Lady Margaret by the Writing Leader of Learning in coalition with key educational consultant, Mark Hartley. These writing principles will be adhered to by all members of staff when planning for writing opportunities across all subjects. It will be evidenced in planning and lessons across the school.

By the end of year 6, Lady Margaret pupils should be able to:

Write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader.
Describe settings, characters and atmosphere in narratives.
Integrate dialogue in narratives to convey character and advance the action.
Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. Using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility).
Use a range of devices to build cohesion (e.g. Conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs.
Use verb tenses consistently and correctly throughout their writing.
Use the range of punctuation taught at key stage 2 mostly correctly (e.g. Inverted commas and other punctuation to indicate direct speech).
Spell correctly most words from the year 5 / year 6 spelling list,* and use a dictionary to check the spelling of uncommon or more ambitious vocabulary.
Maintain legibility in joined handwriting when writing at speed.

Spelling

Strategies for spelling are taught to enable pupils to become confident and competent spellers. The school follows the ‘Spelling Frame’ programme. This programme is in line with the National Curriculum for spelling. Pupils will receive weekly spellings to practise and this will be tested on a weekly basis and results will be uploaded in to the writing folder by the teacher. Pupils who are consistently underachieving in their spellings will receive extra spelling and phonics support from SEND teaching assistants. Spellings will be monitored closely by the subject leader who will ensure that there is appropriate provision for spellings and this data will be passed onto the Senior Leadership Team who will raise and address the issue during pupil progress meetings. Further information can be found in the Spelling Guidance document.

Handwriting

At Lady Margaret, handwriting will begin with mark-making and patterns in EYFS. During this time, staff in EYFS will ensure pupils are given daily opportunities to build their core strength as this will help pupils with their writing. The needs of left handed pupils or those with physical difficulties are also taken into account and where necessary accommodated with resources or specific intervention such as a pencil grip or resources to increase core strength. Discrete handwriting lessons are planned into the timetable, 3 lessons per week in KS1 and 2 lessons per week in KS2 although teachers may wish to incorporate more frequent lessons at the start of the year. Correct posture and positioning of paper or books are also emphasised during these sessions. Letter formation and handwriting is taught and modelled using a range of resources. The national expectation at the end of year 6 is that pupils will join their handwriting. Further information can be found in the Handwriting Guidance document.

Differentiation

What a child can do today with assistance, she will be able to do by herself tomorrow. Lev S. Vygotsky

Lady Margaret aims to provide for all pupils so that they achieve as highly as they can in Writing, according to their individual abilities. By means of on-going assessment, teachers can highlight a difficulty or identify which individuals or groups are underachieving and for what reason/s and will take steps to improve their attainment. Pupils who are identified as greater depth throughout all areas of the curriculum will also be identified and suitable challenges provided within daily teaching. SEND pupils have English based targets outlined in their tracking booklets. These are highlighted by the class teacher to show progression. Pupils, who are underperforming, will be part of the class teacher’s focus. ???

Colourful semantics

Colourful semantics is an approach created by Alison Bryan. It is aimed at helping children to develop their grammar but it is rooted in the meaning of words (semantics). Colourful semantics reassembles sentences by cutting them up into their thematic roles and then colour codes them. The approach has
4 key colour coded stages.

There are further stages for adverbs, adjectives, conjunctions and negatives.

Who – Orange
What doing – Yellow (Yellow)
What – Green
Where – Blue

The approach can be used with children with a range of Speech, Language and Communication Needs including:

Specific Language Impairment
Developmental Delay or Disorder
Autistic Spectrum Condition
Down Syndrome
Literacy difficulties

A range of colourful semantics activities will be used by teachers to support pupils who are unable to access the writing sequences. All colourful semantics worksheets have been developed in accordance with the core texts.

Inclusion

Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:

More able pupils
Pupils with low prior attainment
Pupils from disadvantaged backgrounds
Pupils with SEND
Pupils with English as an additional language (EAL)

Teachers will plan lessons so that pupils with SEND can access the National Curriculum for writing, wherever possible. Teachers will also take account of the needs of pupils whose first language is not English and plan work accordingly. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all aspects of the lesson. Further information can be found in the SEND/EAL policy.

A wide range of core texts have been selected to reflect a wide range of cultures as well as ensuring there is an equal number of female/male main characters. All pupils are provided with equal access to the English curriculum. Lady Margaret aims to provide suitable learning opportunities regardless of gender, ethnicity or home background.

Assessment and Record Keeping

Class teachers will report pupils writing targets and strengths to the parents through parents’ evenings and termly reports sent out during the year on the progress made by their pupils. Pupils are encouraged to assess their own writing through discussion with the teacher and their peers using the success criteria which is shared at the beginning of each unit of writing.

Pupils will have two books to record their writing.

A ‘Writing Book’ to record their first draft as well as other preparatory activities they have engaged in prior to the writing.
An ‘Extended Writing Book’ where pupils demonstrate their knowledge of writing through incorporating the key teaching points that have been taught over the course of the writing sequence. They will also be used as a form of assessment which will be moderated by teachers internally and externally. There should be clear progress between the first piece of writing. completed in the pupils writing books and the second piece of writing recorded in the extended writing book.
Success criteria should be used to enable pupils and teachers to assess work against specific skills and set targets based on gaps in learning (see Assessment Policy).
Children should be clear about what their individual targets are and should be able to verbalise their learning to any adult.
Where skills have clearly been met, this should be highlighted in yellow indicating to the child to use this more frequently in their work. For example, high level vocabulary, semi colons, expanded noun phrases, interesting sentences which provoke emotions in the reader. Any skills that have not yet been met will be highlighted in pink and the pupil will be encouraged to incorporate this skill into their learning.

Full Policy

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Last reviewed on:
July 2020

Next review due by:
July 2021