Intent

All children are provided with many opportunities to; develop and apply their writing; to plan, revise and evaluate their writing, focusing on developing on both transcription and composition. They will also develop an awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. We aim for all pupils to leave school being able to use fluent, legible and speedy handwriting. 

Implementation

At St Cuthbert's, writing begins from a very early age - as soon as a child can mark make. Gross and fine motor skills are developed through our provision within EYFS, ensuring all children developmentally prepared to form letters correctly (taught in Read Write Inc).   
Across all key stages, children flow the Talk for Writing approach. In EYFS, this is primarily through oral storytelling and discussion. This supports them to structure the text and independently write in the chosen genre. In Key Stage 1 and 2, children write in various genres for a range of purposes. They analyse the model text and unpick the grammatical features and organisation, in order to apply these in their own writing.   

Throughout all year groups, we teach writing through engaging and challenging texts. This supports them in the application of vocabulary and structure. 

Talk for Writing is a three-week process in which the children;

Imitate	Innovate	Independent Application
Children spend the week imitating the model text and being immersed in its features through games and story retelling.	This is a guided write in which the children and the teacher work together to create a new version of the model texts, picking up on the features and skills needed to write in a particulate genre.	The third week is spent planning and writing their own version of the story. The children are assessed on their independent writing skills. The use of Alan Peat sentence types helps to develop the structural and technical knowledge of language and provides a framework for progression to more discerning use of different sentence constructs.

Spelling: 

Our spelling curriculum follows RWI spelling. This is short burst, daily spelling activities that follow a different rule each week. Every week, the children take home a log book that enables them to rehearse the spelling pattern at home.

 

Handwriting at St Cuthbert's: 

At St Cuthbert's, handwriting is an integral part of our approach to early writing. It is taught systematically and consistently using the Read Write Inc. (RWI) programme, ensuring that children develop the transcription skills required to write fluently and confidently across the curriculum.

Our handwriting curriculum is designed to support children to meet the expectations of the Early Learning Goals and National Curriculum, enabling them to become effective writers by reducing cognitive load and allowing them to focus on composition and meaning.

Our intent is for all pupils to develop accurate, fluent and legible handwriting, learning correct letter formation and joins from the outset. We aim for pupils to build automaticity in handwriting so that it supports wider writing outcomes, allowing them to focus on composition and meaning, while also taking pride in the presentation of their work. Handwriting is taught as part of a well‑sequenced curriculum, through the Read Write Inc. programme, ensuring coherence, consistency and high expectations for all learners, including those with additional needs.

EYFS

In EYFS, handwriting teaching prioritises readiness to write and early writing skills.

• Children develop gross and fine motor strength, control and coordination.
• Staff explicitly teach correct pencil grip, posture and letter orientation.
• Letter formation is taught alongside phonics through Read Write Inc., using consistent language and rhymes.
• Children are supported through modelling, guided practice and continuous provision opportunities.
• Learning is adapted to meet individual needs, ensuring inclusion and early identification of barriers.

Key Stage 1

Year 1

• Lower‑case letter formation is taught systematically and revisited regularly.
• Capital letters are introduced appropriately and taught as separate from lower‑case letters.
• Children practise writing sounds, words and short sentences to develop accuracy and control.

Year 2

• Letter formation is expected to be secure and consistent.
• Children are introduced to joined handwriting, following Read Write Inc. guidance.
• Expectations for spacing, size and alignment are clearly modelled and reinforced.
• Handwriting practice is embedded within English and across the wider curriculum.

Lower Key Stage 2 (Years 3 and 4)

• Pupils are taught to develop a fluent, joined handwriting style.
• Teachers maintain high expectations for presentation.
• Targeted support is provided for pupils who need additional practice or intervention.
• Handwriting is monitored to ensure it supports increased writing stamina and independence.

Upper Key Stage 2 (Years 5 and 6)

• Handwriting is expected to be fluent, legible and automatic.
• Pupils refine speed and consistency, enabling sustained writing.
• Children may develop a personal but legible handwriting style, appropriate for purpose.
• Expectations prepare pupils for secondary school, supporting positive transition outcomes.

As a result of our handwriting curriculum:

• Pupils write with increasing confidence, fluency and accuracy
• Transcription skills no longer hinder composition or creativity
• Work across the curriculum is clearly presented and legible
• Pupils develop pride in their writing and sustained writing stamina

Assessment, teacher feedback and regular monitoring ensure handwriting expectations are consistently applied and that all pupils, including those who are disadvantaged or have SEND, are supported to achieve well.