Compton C.E. Primary School

At Compton C of E Primary we aim for our children to be life-long independent motivated writers who are able to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.

 We also intend to create writers who can re-read, edit and improve their own writing, and enable pupils to be able to confidently use the essential skills of grammar, punctuation and spelling. We set high expectations for all our children to take pride in their work and have a fluent, cursive handwriting.

Our aim is for our  children to  ‘write as a reader’ drawing on the rich vocabulary they have been exposed to throughout their school and draw on the texts they have read to feed into their linguistic repertoire.

In EYFS and YR1 RWI programme is used as the English lesson which fits the national curriculum criteria. Each writing activity builds on the one before and enables children to write confidently, with a strong focus on vocabulary and grammar.  The programme enables children to spell quickly and easily by segmenting sounds in words embedding the alphabetic code early on means that pupils quickly learn to write simple words and sentences. We encourage them to compose each sentence aloud until they are confident to write independently. We make sure they write every day.  Pupils write at the level of their spelling knowledge. The quality of the vocabulary they use in their writing reflects the language they have heard in the books the teacher has read to them; they have also discussed what the words mean. Children learn to print by using the RWI letter rhymes to support them do this accurately.

From yr2 upwards we have a long term writing overview which maps out the key writing purposes for each year group, to fit in with demands of the national curriculum.

We  a have a  progressive set of MEDIUM TERM PLANS which meet the expectations of the national curriculum, they set out for each year group; Key terminology for pupils,  specific exciting sentences, grammar, handwriting, speaking and listening and reading to aid writing. They then set out term by term the composition and transcription expectations for that year group. Term 1 duplicates some of term 3 from the previous year group to reinforce and build on previous learning. We have devised a   whole school ‘exciting sentences document which introduces ‘exciting sentences’ to help support meeting the expectations of the national curriculum. Each year group has their own set of specific sentences which can be explored and extended through the ensuring they are embedded in each child’s sentence repertoire. Staff use high quality texts and the class topic to meet the expectation set out in the medium term plans and give real meaning and purpose for their writing. Handwriting from yr2 is taught using the cursive script.

Spelling is taught discreetly from yr2 upwards as they progress from phonics with a rigorous learning pathway that builds knowledge year on year and explores spellings in context

Writing assessment is ongoing throughout every lesson and cross curricular topic to help teachers with their planning, lesson activities, targeted pupil support and enable appropriate challenge to all children. Pupils are given detailed feedback and next steps to respond to in order to personalise learning and provide the children with opportunities to edit and improve their own writing. A tracker based on National Curriculum objectives is used to inform teachers and leaders of the skills and knowledge the pupils have achieved or need to improve further. School improvement leaders closely monitor all pupil’s books and hold individual termly meetings with all teachers to assess every individual child’s learning needs and progress.

By the end of YR6 children are able to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.