Writing Intent

Writing is a priority at Whitstone School and is at the core of all we do.

Our Intent is ;

• To provide pupils with exciting and engaging stimuli to spark their interest in writing.
• Produce high quality writing with rich language, accurate grammar and clear presentation.
• For pupils to write for a variety of purposes and audiences; clearly, accurately and coherently, adapting their language and style as required.
• For pupils to develop an understanding of grammar and punctuation and to acquire a wide vocabulary and to use these appropriately.
• For pupils to take pride in their writing and display examples of good writing as a model for all pupils to aspire to.
• To have high expectations of writing across the school.
• To create strong incentives, and a clear purpose for writing tasks.

IMPACT

Pupils enjoy writing and use the features of different genres and styles. They can write for different purposes and audiences.

Pupils are proud of their writing.

Pupils know that others value their writing; they see it on display, used as model examples, made into class books, shared on learning platforms and our Website with their families etc.

Skills progress (grammar and punctuation) throughout the school is evident in children’s books.

Pupils are being adventurous with vocabulary choices.

Writing across the curriculum is the same standard as in English books. 

Next steps marking provides positive support and directs the pupil on their next steps to improve their writing.

Pupils respond to feedback.

Pupils use classroom resources/toolkits to support their learning.

Pupils presentation is of a high standard through following the school’s handwriting policy.

Teachers moderate pupils work in school and in meetings with other schools to ensure accurate assessments are made.

Teachers track pupils’ progress each half term in Reading, Writing, Speaking and Spelling, Punctuation and Grammar. This informs planning and any intervention needed. 

Pupil progress meetings with Headteacher and teachers each term ensure different groups and individual progress is monitored and interventions organised to support progress.

Intervention sessions enable a greater proportion of pupils to be on track to meet year group expectations or in the case of those working significantly below expectations to make better than expected progress.

Subject leader provides an action plan for the subject and addresses areas for development and improvement annually.

Subject leader reports to the governors each year so they are up to date with any new initiatives that have been introduced and the impact of these.

Subject leader conducts learning walks, lesson observations, pupil interviews and book monitoring throughout the year. These inform future areas for improvement and the impact of new initiatives.

Standards being met at the end of EYFS, Phonics Screening Check, KS1 and KS2 are broadly in line with local and national averages. Each year data is analysed and any areas for improvement identified and addressed. These are often included on the School improvement Plan and English Action Plan.