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Halton Community Combined School

Together, our community

inspires a love of learning and

enables children to find their voice.

English - Writing

Subject leaders: 

Mrs Jo Sherwood-King (EYFS, KS1 English and Phonics)

Ms Philippa Bates (KS2)

 

If you have any questions regarding writing, please contact Mrs Sherwood-King or Ms Bates via the school office.

Intent: 

Writing is one of our five key aims here at Halton. 

Our aim is for every child to acquire the skills to enjoy writing independently.

 

We believe that writing is a key skill for life both inside and out of education and that is why it features across all the subjects taught across our school. Our aim is to provide children with key transferrable writing skills to build on year on year, that can be used throughout each phase of their education and prepare them for secondary school. We  want pupils at Halton to be confident and creative writers, able to communicate effectively for whatever purpose they choose. 

 

Teaching children to write for a range of purposes and audiences can be very exciting, especially here at Halton where we provide children with a range of engaging hooks (including relevant experiences, drama, visits, visitors, video) to capture their imagination! Writing relates to each year group's termly topic. The relevance of the writing to issues that are being experienced by the children ensures that the purpose and audience are clear and they are emotionally involved with the topic.  It also ensures that  topic vocabulary is rehearsed and used in a variety of different contexts. We aim to provide the children with varied reasons for writing and believe that this not only produces higher quality writing, but allows our learners to apply their skills to a range of different genres. 

 

Our aim is for ALL learners to achieve their full potential in writing and we are committed to providing the scaffolds and challenge needed in order for our children to achieve this.

Implementation: 

Children receive a daily  writing lesson in English and are exposed to age-related expectations for writing within a range of texts. Writing and reading are closely linked and we ensure that through whole class reading, children are reading daily in order to build on their knowledge of different genres of writing and develop their vocabulary. 


Children are encouraged to deconstruct texts and identify key features for specific genres of writing. Teachers model the practising of these skills and children then apply them to their own writing. This ability to identify specific features we believe is a key skill across both reading and writing and will improve comprehension in children. As a school, we ensure that genres of writing studied run alongside the learning taking place in topic lessons or Reading for Pleasure sessions so that children are fully immersed in the text type.  Each writing unit builds on the individual child’s stage of development as well as introducing new structures and vocabulary across the class. It is intended that, whatever their initial starting position, each child should have a final piece of writing they can be proud of.

 

Building vocabulary is an essential element of improving writing and supports children to make leaps in all areas of the curriculum. New and adventurous vocabulary 'discovered' during whole class reading or reading for pleasure is displayed on English working walls.  It is referred to during writing lessons and used during modelled writing sessions.  

 

Halton ensures that children are aware of their strengths and areas for development in writing so that learners can take ownership of their progress. Teachers leave next steps in books when marking to ensure that children know exactly what they need to do next to make progress in their writing and children are encouraged to respond to this in green pen. Pupils are encouraged to use talk partners, to peer mark and also peer review their work.  We ensure that ALL learners are given next steps and that scaffolds and challenges are put in place for those children working below or above age-related outcomes.

 

A high standard of joined, cursive handwriting is modelled across school and children are encouraged to imitate this. Handwriting is taught and practised regularly but is expected to be evidenced throughout all work produced.

 

Impact:

 

The impact on our children is clear: progress, sustained learning and transferrable skills.  Children are becoming more confident writers and are developing a love for writing for different purposes. By the time they are in upper Key Stage 2, most genres of writing are familiar to them and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.

 

The teachers use formative and summative assessment to ensure children are making progress from their starting points. Summative assessments are made termly against  writing objectives taken from the National Curriculum programmes of study for each Year Group.

We monitor progress very closely to quickly and efficiently identify and support children not making progress.  Children are involved in their own assessement: as they produce writing, they help to select relevant success criteria that will challenge their learning.  

 

As all aspects of English are an integral part of the curriculum, cross curricular writing standards have also improved and skills taught in the English lesson are transferred into other subjects; this demonstrates consolidation of skills and a deeper understanding of how and when to use specific grammar, punctuation and grammar objectives. 

Writing Skills Progression Map

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