In Years 1-6, we use the Grammarsaurus approach to teach writing. Teachers use the planning and teaching sequence model to support the writing journey.

Most of our writing units are based around a high-quality core text which act as a stimulus and provide a vehicle for the writing opportunities. Alongside these core texts, we believe that it is important that the children are provided with good quality model texts so that they are clear of the writing expectations for their year group. This also enables them to see what a good piece of writing looks like.

The writing journey begins with activities to assess where the children are which is then used by teachers to inform the planning and teaching sequence. The children then learn the skills needed through a process of shared and individual practice. These skills include text type specific features, grammatical features, punctuation and spelling. It is important that these skills are taught in the context of the writing unit as a way for them to learn, practise and apply them. Writing tasks are differentiated appropriately to ensure that all children can access the learning and make progress. Assistive technologies are also used to support the writing of children with identified needs.

Towards the end of the teaching sequence, the children will then produce a final write and are given time to carry out detailed editing and redrafting. Teachers will assess throughout the teaching sequence and adapt planning and activities to reflect the needs of the children. The final piece is used to assess the progress that the children have made and to identify any other areas which need development.

Vocabulary

We know that ‘by the age of just 3, children from low-income families are exposed to 30 million fewer words than their peers’ (Hart and Risley, 2003). This is known as the word gap and has a very real impact on children’s attainment. This is why we teach vocabulary across the school.

In the EYFS, the children are taught tier 1 and tier 2 vocabulary linked to everyday activities such as naming objects found in a kitchen etc. In Key stage 1 and Key stage 2, children are taught both tier 2 and tier 3 vocabulary within the CUSP units of work for the Foundation Subjects. The Tier 2 vocabulary taught can be used and applied within other contexts and links are made to these. Core vocabulary is also identified and taught for each writing unit which may be linked to the core reading text and/or the model text. The children are encouraged to use this vocabulary in their spoken and written activities.

Assessment

Assessment of writing is continuous and progress is tracked and monitored by the class teacher, English Lead, Senior Leadership Team and the Governing Body. Moderation is regularly carried out in school as well as with other schools in the Diamond Learning Trust and schools in the local cluster.

The EYFS, Year 2 and Year 6 teachers also attend external moderation events.

This use of moderation ensures that judgements are robust and are standardised across the school and in line with other schools