Writing

Intent

At Kielder Primary School and Nursery, we recognise that high-quality writing is essential for pupils’ academic success, communication and personal development. In line with the Department for Education’s Writing Framework (2025), our writing curriculum is designed to ensure that pupils develop both transcription (handwriting and spelling) and composition (generating, organising and structuring ideas), so that they can write clearly, accurately and with increasing independence.

We place particular importance on the foundations of writing established in the Early Years Foundation Stage. Secure early development in spoken language, physical development, fine and gross motor skills, phonics and early mark-making is seen as vital to later writing success. We ensure that writing is taught in a way that reduces cognitive load, enabling pupils to develop automaticity in transcription so that they can focus on the content and quality of their writing.

Our writing curriculum is designed to develop confident, resilient and reflective writers who can communicate effectively for a range of purposes and audiences. This aligns closely with Thrive and Excel @ Kielder Framework by supporting pupils’ academic development, communication, metacognition, wellbeing and innovation. Pupils are encouraged to take pride in their writing, reflect on their progress and apply their skills across the wider curriculum.

Implementation

Our approach to writing is carefully sequenced, evidence-informed and progressive from Nursery through to Year 6, in line with the key principles of the Writing Framework. It is built around strong foundations, explicit teaching and regular, meaningful practice. Key elements include:

Strong Foundations in EYFS

In Nursery and Reception, writing development begins with a strong focus on spoken language, physical development and early mark-making. Pupils are supported to develop gross and fine motor strength, pencil grip, posture and control through purposeful play-based activities, alongside structured opportunities to practise early writing behaviours.

Oral composition is prioritised, with children encouraged to speak sentences aloud, retell stories, role-play and rehearse ideas before attempting to write. This ensures that children develop the language and confidence needed for later written composition; we believe in speaking as a foundation for writing and a fortunate as a very small school in being able to ensure that everyone's voices are heard.

Transcription: Handwriting and Spelling

Transcription is taught explicitly and systematically from Reception onwards. Pupils receive regular, structured handwriting instruction to develop accurate letter formation, correct posture and pencil grip, and increasing fluency. Teaching is cumulative and progressive, ensuring that pupils secure unjoined letter formation before moving towards more advanced handwriting expectations.

Spelling in the early stages is rooted in high-quality phonics through Read Write Inc. Pupils use phoneme–grapheme correspondence to spell words accurately. As pupils progress, spelling instruction builds on these foundations, supporting pupils to apply spelling patterns, rules and conventions, in line with their stage of development. This ensures that transcription becomes increasingly automatic, freeing up working memory for composition.

Sentence-Level and Composition Development

Writing instruction places a strong emphasis on sentence construction as the building block of effective writing. Pupils are taught to orally rehearse sentences before writing, helping them to structure ideas, apply grammar and develop clarity and coherence. This approach supports pupils to manage the cognitive demands of writing, reducing overload and prioritising quality over quantity.

Teachers model high-quality writing, explicitly demonstrating how to plan, draft, revise and edit. Pupils are taught how to make purposeful choices about vocabulary, sentence structure and punctuation, and how to adapt their writing for different audiences and purposes.

Progressive Extended Writing

As pupils move through the school, they are supported to develop increasingly sustained and structured pieces of writing. This progression is carefully sequenced, ensuring that pupils have the transcription and sentence-level skills needed before being expected to write at length. Extended writing is introduced gradually, with a focus on clarity, accuracy and quality rather than quantity alone.

Writing Across the Curriculum

Writing is embedded across the wider curriculum, providing meaningful and authentic contexts for pupils to apply their skills. Pupils use writing as a tool for thinking, explaining and communicating in subjects such as history, geography, science and RE. This strengthens pupils’ understanding of subject content while reinforcing high expectations for writing in all areas.

Assessment, Feedback and Responsive Teaching

Teachers use ongoing assessment, including analysis of pupils’ written work, to identify strengths, gaps and next steps. Feedback is specific and focused, supporting pupils to understand how to improve. Teaching is adapted responsively to provide targeted support and challenge, ensuring that all pupils continue to make progress. This reflective approach aligns with our TEK Framework’s emphasis on metacognition, resilience and continuous improvement.

Impact

As a result of our structured, evidence-informed approach to writing, aligned with the Writing Framework and our Thrive and Excel @ Kielder Framework, we ensure that pupils:

• Develop secure transcription skills, including fluent handwriting and increasingly accurate spelling.

• Construct clear, grammatically accurate sentences and develop coherence in longer pieces of writing.

• Use oral rehearsal and planning to support the quality of their written work.

• Write with increasing confidence, independence and pride.

• Apply writing skills effectively across the wider curriculum.

• Demonstrate resilience and perseverance when refining and improving their work.

By the time pupils leave Kielder Primary School and Nursery, they are confident, capable and reflective writers who can communicate effectively for a range of purposes and audiences. They demonstrate the TEK Framework competencies of communication, metacognition, wellbeing and innovation, and are well prepared for the next stage of their education and for the wider demands of life beyond school.