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Writing at Prince Rock

Writing at Prince Rock


“Good literacy skills—the ability to read, write, and communicate confidently—are foundational to learning. They unlock access to all areas of the curriculum, enabling students to discover and pursue their individual talents and interests” Becky Francis, EEF


    Curriculum Progression

    Intent of Writing


    Our aim at Prince Rock Primary School is to develop children’s ability to produce well-structured writing with appropriate detail, in which the meaning is clear and the interest of the reader is engaged. Our approach to writing aims to instil the importance of transcription and composition, as required in the National Curriculum.


    We want children to:

    • Develop understanding and skills to become independent, enthusiastic writers.
    • Enjoy using language in different contexts and have the confidence and ability to do so.
    • Develop a fluent, legible handwriting style and take care with the presentation of their work.
    • Understand the impact their writing has on their audience and write with this in mind.


    Implementation of Writing

    Throughout the school, teachers are flexible in their selection of teaching models for English but the consistent thread throughout the school is that all classes are taught writing through books. Every class has a novel, or in KS1, a selection of picture books, that are chosen in relation to their topic and demonstrate high-quality language and writing skills. Teachers then plan their genre of writing which builds up to a final piece in this order:

    1. Read, respond and understand the text type
    2. Shared writing: Show and do with you
    3. Independent writing and application of learnt knowledge and skills


    Progression in Text Types

    Our aim is to ensure that all children have access to a range of genres, which are revisited as they progress through the school. The pupils are provided with opportunities to write for a range of real purposes and audiences and these underpin the decisions made about the form the writing takes. This coverage documents outlines the writing units the children will receive and allows for a balance between fiction, non-fiction and poetry.

    *LAT wide matrices can be found in the appendices of the English Policy. Click here.


    Writing planning across the school

    In Early Years, we use key texts to support our writing and base either weekly or fortnightly writing plans around these focus texts. Literacy is taught three times a week and follows the structure of oracy, shared or modelled writing and culminating in independent application. There are opportunities for writing within daily phonics lessons.


    Across Key Stages 1 and 2, we teach two-week and three-week writing units. The two-week units incorporate an imitation phase aimed at immersing our pupils in the genre they are studying and typically include text mapping (Year One only), feature spotting, oracy tasks and discrete grammar sessions. The children then move onto the application phase of their writing journey where they apply the skills taught during implementation before more onto independent writing. This includes developing vocabulary, planning, drafting and editing. Pupils then have an opportunity to publish their final, edited writing. The three-week units follow a typical ‘Talk for Writing’ structure of imitate, innovate and independent. As per the two week unit, pupils explore a high quality text with the addition of story mapping in all year groups. Furthermore, greater emphasis is placed on the innovate stage with teacher modelling and shared writing at the heart of this stage. The children are then given the opportunity to produce an independent piece of writing within the taught genre and are able to plan, draft and edit an independent piece of writing.


    Planning Expectations

    Within our school planning format, teachers are expected to identify and cater for the following:

    • The audience and purpose of writing. This is also shared with the children so they are aware who they are writing for.
    • Key groups of pupils are identified for each cohort on planning. These include pupil premium, SEN/LA and children to push for greater depth.
    • Daily lessons have an identified learning objective and a success criteria. Where SEND pupils require a different objective, this is also identified on the planning
    • Support for SEND and LA pupils is also identified on planning to ensure their work is scaffolding to allow them to access the learning.
    • Challenge for the pupils working at, or targeted to achieve, greater depth. This may consist of additional success criteria or a higher-order thinking questions to deepen their learning.


    Year R

    3 x lessons a week

    2 x 30 minutes and 1 x 1 hour

    Year 1

    3 x 30-minute sessions 3 days a week.

    2 x 1-hour sessions 2 days a week. 

    Year 2

    5 x 1 hour sessions taught daily.

    Year 3

    5 x 1 hour sessions taught daily.

    Year 4

    5 x 1 hour sessions taught daily.

    Year 5

    5 x 1 hour sessions taught daily.

    Year 6

    5 x 1 hour sessions taught daily.



    Classes are taught as whole classes, with some year groups benefitting from additional teachers who take small groups of children and provide smaller group activities, which target pupils specific writing needs. Teachers also use editing lessons to provide feedback through writing conferencing on small group or 1:1 basis.



    All year groups and classes have access to a range of resources which are appropriate to the level at which the children are working. Our writing teaching is led by high-quality texts and these are made available to the children. Word mats and vocabulary walls are generated and provided for the children to ensure they have the resources needed to produce quality independent writing. All classes have a display dedicated to their writing learning. This offers a variety of resources for the children to access including features of the genre, modelled writing, grammar and word/vocabulary mats. These are updated throughout the year to reflect the skills that have been learnt in each unit of writing and are specific to each year group.


    English Team

    The English Team is responsible for writing throughout the school and includes the following responsibilities:

    • Ensuring continuity and progression from year group to year group.
    • Working with the Learning Academies Trust English Team to develop team work
    • Advising on in-service training to staff where appropriate. This will be in line with the needs identified in the School Improvement Plan and within the confines of the school budget.
    • Advising and supporting colleagues in the implementation and assessment of writing throughout the school.
    • Monitoring the quality of planning, teaching and learning in writing across the school.
    • Providing all members of staff with guidelines and an overview of genres to ensure progressions within and between year groups.

    Class Teacher

    The class teacher is responsible for:

    • Ensuring progression in the acquisition of writing knowledge and skills with due regard to the National Curriculum for English
    • Developing and updating skills, knowledge and understanding of writing
    • Identifying needs in writing and take advantage of training opportunities
    • Keeping appropriate on-going records
    • Planning effectively for writing, liaising with English Team when necessary
    • Informing pupils and parents of their progress, achievements and attainment
    • Assessing writing using the LAT writing assessment framework.