Writing

Our Writing Vision: Confident Communicators

At Holland Park, we believe a secure basis in English skills is crucial for a high-quality education and for preparing children to participate fully in society. We aim to ensure all children can successfully follow a multi-step writing process and apply their learning effectively across all subjects.

The Writing Process and Structure

Writing is taught using a structured approach, particularly in Key Stage 2, which typically lasts up to three weeks per unit.

The 3-Stage English Plan

1. Familiarisation: Students read and explore the genre or text type they will be studying.

2. Idea Capture: Students gather ideas through reading, oral rehearsal, and teacher demonstrations/modelling.

3. Multi-Step Process: Students engage in the full writing process for all assignments: planning, drafting, revision, and editing.

Writing Across the Curriculum

To ensure consistent application of skills, teachers model the following teaching sequence in all subjects where writing occurs:

Think it > Say it > Write it > Check it > Edit/Improve it

(The "Say it" stage is encouraged to become internalised as children progress through KS2.)

Discrete Skills Sessions

Specific English skills are taught in discrete sessions and recorded in dedicated English Skills Books to ensure mastery.

Handwriting

• Physical Warm-up: Sessions begin with a physical warm-up to develop core strength, posture, and fine motor control, essential for good writing.

• Modelling: Teachers model agreed letter formations using the Read Write Inc (RWI) handwriting sentences.

• Practice: Sessions are fun, varied, and multi-sensory (e.g., writing letters in the air, on hands) to develop fine and gross motor skills.

• Support: Children who are left-handed or struggle with fine motor control receive additional targeted support.

• Application: Application of handwriting skills is expected in all areas of the curriculum.

Spelling, Phonics, Grammar, and Punctuation

• Spelling Sequence: Whether the session is phonics or spelling, the same structured sequence is used: Review/Revisit > Teach > Practise > Apply.

  • This ensures children recall previous learning before being taught a new rule or pattern and applying it independently in sentences.

• Grammar/Punctuation: Teachers follow the National Curriculum (2014) progression documents. Gaps in learning are addressed using resources like the Writing Revolution to develop strong sentence structure.

Vocabulary

• Explicit and Indirect Teaching: Vocabulary is acquired through both indirect exposure and the explicit teaching of new words and word-learning strategies.

• Resources: This is supported by Half-termly Knowledge Organisers and displays/working walls in the classroom.

Assessment and Impact

• Targeted Support: Rigorous assessment and review allow the school to provide targeted support so all children experience success.

• Feedback: Regular feedback is given to pupils, along with dedicated time within the timetable, for them to respond to feedback and improve their work.

Outcome: We aspire for children to be academically prepared for life beyond primary school, making at least good progress in Writing, Reading, and Speaking and Listening from their last point of statutory assessment.