Writing

Writing at Wensum Junior

Intent

Our English curriculum is designed to ensure that pupils develop the full range of knowledge and skills identified in the National Curriculum Writing Programme of Study and the Teacher Assessment Frameworks (TAFs). We provide a structured and coherent approach to writing that enables pupils to write effectively for a range of purposes and audiences, drawing on secure transcriptional (spelling and handwriting) and compositional skills. Our approach promotes enjoyment of writing while maintaining high expectations for accuracy, clarity and independence.

At Wensum, pupils learn to construct, organise and refine their writing by engaging with high-quality vehicle texts which exemplify ambitious vocabulary, grammatical structures and cohesive devices. Through systematic teaching, pupils build the linguistic, grammatical and structural knowledge required to meet age-related expectations and, where appropriate, the ‘working at greater depth’ criteria within the TAFs.

Our curriculum provides planned opportunities for pupils to apply and demonstrate their writing skills across subjects. This enables them to revisit prior taught knowledge, use subject-specific vocabulary accurately, and write effectively in different contexts.

 

Implementation

Teachers use the Literacy Counts programme to deliver daily, whole-class English lessons. Learning sequences follow a consistent structure (Immerse, Analyse, Plan, Write) reflecting the interconnected nature of speaking and listening, reading and writing. This structure supports pupils in meeting the TAF requirement to plan, draft, evaluate, edit and proofread their writing.

Vehicle texts are high-quality, language-rich picture books which are read aloud, analysed and discussed to deepen understanding of authorial choices, vocabulary and text structure. Each unit also includes an Example Text (WAGOLL) which models the features of the intended outcome, including those linked to the TAFs such as sentence variety, grammar for effect, cohesion within and across paragraphs, and purposeful vocabulary choices.

Pupils are taught to evaluate and edit their writing and that of their peers, aligning with TAF expectations for revising writing to improve clarity and impact. Literacy Counts provides explicit progression in grammar, punctuation, spelling and composition, mapped across the school to ensure alignment with National Curriculum objectives and cumulative development of the skills required for the end-of-Key-Stage writing frameworks.

Classroom environments include working walls, sentence accuracy resources, vocabulary banks and model texts to support independent application at the point of writing. English lessons routinely include:

• Daily sentence accuracy work, including grammar, punctuation and sentence construction
• Daily vocabulary instruction and application in context
• Analysis of model texts linked to statutory expectations
• Opportunities to rehearse compositional and grammatical skills
• Collaborative and independent writing practice
• Oral rehearsal to develop clarity and cohesion of ideas
• Learning sequences that build towards extended writing outcomes
• Incidental writing to rehearse specific skills
• Writing for a range of audiences, purposes and genres

 

Impact

Our English curriculum is designed to secure progression in writing knowledge and skill, enabling pupils to meet age-related expectations and, where appropriate, the ‘greater depth’ criteria set out in the TAFs. Writing progression is understood as the cumulative acquisition of knowledge about text structure, grammar, vocabulary, composition and transcription, supported by systematic opportunities to revisit, refine and apply learning.

When pupils keep pace with the planned curriculum, they are judged to be making good or better progress. We evaluate impact through pupil outcomes, evidence of applied writing competencies, and teachers’ professional judgements against national expectations.

 

Key Performance Indicators for Writing

Pupils will:

• Evaluate, edit and improve their writing in line with TAF expectations
• Apply taught grammar and punctuation independently and accurately
• Demonstrate secure spelling and handwriting to support clear communication
• Compose writing that is coherent, well-structured and increasingly independent
• Articulate their progress and next steps
• Respond to feedback and act on it to improve their writing
• Make good or better progress from individual starting points
• Achieve well against national benchmarks

Teachers will:

• Evaluate standards against planned outcomes and national expectations
• Demonstrate secure knowledge of TAFs and age-related standards
• Adapt sequences of learning to meet the needs of pupils
• Assess writing regularly against the TAFs, ensuring that teaching is appropriately challenging
• Use termly internal moderation and external moderation with partner schools to validate judgements and secure accuracy
• Provide scaffolded support and promote independence
• Give precise verbal or written feedback aligned to the school’s marking and feedback policy
• Ensure the environment supports writing through accessible resources
• Celebrate high-quality writing through displays and shared outcomes
• Engage in professional development linked to the teaching of writing

 

Assessment of Writing

Teachers assess pupils’ writing directly against the Teacher Assessment Frameworks, identifying individual next steps and sharing these with pupils. Half-termly end-of-unit reviews inform the next cycle of planning. Written and verbal feedback is given in line with the school’s marking and feedback policy.

Pupils requiring additional support or challenge are identified through ongoing assessment, and provision is adapted accordingly. Teachers engage in regular moderation within school and across partner schools, ensuring that judgements are accurate, consistent and aligned with national standards.

 

Outcomes (SATs)

KS2 SATs Results (Expected Standard)

• 2023 Writing SATs Result: School: 36% (National 71%)
• 2024 Writing SATs Result: School: 50% (National 72%)
• 2025 Writing SATs Result: School: 72% (National 72%). This is a significant increase.