Writing Implementation


Writing and grammar

Our bespoke ‘text-based’ units of work are all based around high-quality texts that have been carefully selected to ensure our children are inspired and enthused about writing. Children from Year 2 upwards have 5 hour-long writing lessons a week. In Year 1, they also have 5 writing lessons a week but these are slightly shorter than 1 hour. Most of our writing units begin with an exciting ‘hook’ to get the children excited and engaged with the new text. Each week, the children produce a quality piece of writing which we call the weekly ‘Quality Write’. In the lead up to the quality writing outcome, the children will have opportunities for speaking and listening activities, drama activities and opportunities to develop and extend their language and vocabulary. They may also have opportunities to explore the features of different text types and modelled examples (E.g. spotting features in a WAGOLL – ‘What a good one looks like’). Additionally, children are taught explicit grammar skills in weekly grammar lessons; these grammar skills are then practised and applied during the weekly ‘Quality Write’. Grammar is also reviewed daily through the use of short grammar starters at the beginning of the daily English lessons and also through a quick weekly ‘grammar check’ which provides time for the children to review and practise grammar points taught previously. There is a focus on planning ideas as well as thinking about the task, audience and purpose of the writing outcome. Children are taught to write in a variety of styles including: narrative, persuasive, recounts and reports. Written work is carefully modelled by teachers and scaffolded through using ‘success criteria’ and marking grids to guide a child; written work is marked by the teachers by highlighting real successes (‘tickled pink’) and an area for improvement (‘green for growth’).


Children from Year 3 upwards have short spelling sessions based on the ‘No Nonsense Spelling’ scheme, which teaches spelling in a 'Little-but-often' structure which allows children to revisit and review previous learning, learn new strategies and apply. Often spellings will be practised during handwriting sessions. The ‘No Nonsense Spelling Scheme’ is a progressive scheme that teaches the children to:

  • Recognise and use different spelling patterns and rules
  •  Learn the statutory spellings
  • Develop the ability to proof read
  • Recognise and use word origins, families and roots to build their skills
  • Practise personal spellings


Children are taught correct letter formation from the very beginning of their time in school. During the foundation stage at Arbury Primary School, the children are taught to sit properly in order to have the correct posture for writing, hold a pencil in the correct position and develop a legible handwriting style. In EYFS, letter formation is introduced using ‘StoryTime Phonics Sparkle Marks’ We use the ‘Penpals’ handwriting scheme across the rest of the school to ensure consistency and a clear progression as children move up the school.  Teachers are expected to role model a neat, legible handwriting style when marking children’s work, writing on the board and on displays around the school.