Writing Curriculum Intent 

At Highfields Primary School, we aim to challenge our pupils to become confident, creative, fluent and increasingly independent writers. By the end of Year 6, pupils develop the knowledge, skills and qualities needed to write with accuracy, creativity and purpose. They can plan, draft, revise and publish writing across a variety of genres, applying secure spelling and grammar, thoughtful vocabulary choices and an increasingly confident authorial voice. 

Our curriculum promotes persistence, resilience and stamina, equipping pupils with the skills and mindset to tackle extended writing tasks confidently and with pride. We also aim to develop digital literacy skills, which support spelling, editing and independence, making a significant difference to pupils’ writing outcomes. 

Our intent also reflects our core values, which shape how children learn and experience writing every day:  

• Curiosity drives discovery by inspiring pupils to explore language, ideas, genres, purpose and audience for writing. We encourage children to ask questions, investigate how writers craft their work and experiment with vocabulary, structures and forms. Through model texts, real-life examples and meaningful contexts, pupils deepen their understanding of how writing shapes and reflects the world around them. 

• Creativity flourishes through opportunities for pupils to express themselves as developing writers. Children are supported to generate ideas, make connections, take risks and develop their own authorial voice. They are taught to use imaginative language, thoughtful planning and expressive choices, becoming confident in shaping writing that is purposeful and engaging. 

• Collaboration is key within our writing curriculum. Through shared writing, peer discussion, modelled drafting and feedback, pupils learn to listen respectfully, evaluate ideas and work together to improve their writing. Children build confidence as part of a supportive writing community where talk, collaboration and reflection strengthen the writing process. 

• Challenge is embraced through our ‘no ceiling’ approach, ensuring that pupils experience a progressive and ambitious writing curriculum. High expectations, targeted support and purposeful challenge help children develop resilience, perseverance and independence as writers. They learn to refine, edit and improve their work, striving for accuracy, clarity and creativity as they grow into skilled, confident communicators. 

• Community matters within our approach to writing. We recognise the important role parents and carers play in encouraging children to write for real purposes beyond school. We value diversity in the authors and text types we draw upon and promote positive writing role models. We celebrate writing as a shared endeavour that connects us, gives voice to our experiences and strengthens our community identity. 

• Collaboration is central to our approach: pupils engage in peer marking and constructive feedback to refine and improve their work. We provide targeted support and scaffolding for SEND learners, whist also ensuring challenging for more advanced learners.   

How is our writing curriculum implemented?  

We follow the principals set out in the National Curriculum 2014 and have developed our own knowledge and skills progression document and teaching sequence to support the teaching of writing.  

Handwriting   

We follow the Nelson handwriting scheme in all classes. Children are encouraged to have high expectations of their handwriting and presentation. Teachers model high quality joined and un-joined handwriting across the curriculum.   

Spelling and Phonics - Read Write Inc. 

At Highfields we follow the Read Write Inc. scheme for spelling in years 1-6. Read Write Inc. is a proven and effective approach whereby children are taught to spell using phonics. Children are grouped according to their spelling ability. This means teachers can personalise learning and ensure a suitable pace that will allow children to acquire the necessary skills and apply their learning. Weekly spellings are set in years 2-6 for children to practise at home. 

Punctuation and Grammar  

Punctuation and Grammar are taught in conjunction with our English writing lessons, sometimes as starters to lessons but also as through discrete lessons. Work is linked to the genre being used within the writing cycle to ensure it supports the planned writing outcomes and success criteria. These sessions are often recorded as a written outcome within separate punctuation and Grammar books, after which the children will be able to revise the concept again through the lesson starters embedded in the writing lessons.   

Progression of skills and knowledge 

Over the course of the academic year, each year group will cover a balance of Narrative, Non-fiction and Poetry, as mapped out by our writing progression document. Content knowledge is retained through long-term memory, and our skilled staff seek opportunities to regularly re-cap and re-visit knowledge.   

How do we make writing real and relevant? 

We ensure children have a clear sense of purpose and audience when they write. Our curriculum covers a broad and balanced range of genres linked to meaningful contexts. We have a wide range of books, digital texts and class reading sets which are used to support and inspire writing. Opportunities such as author visits, themed writing days and cross-curricular projects help pupils see writing as purposeful and creative. Sharing and publishing work gives pupils a genuine audience and sense of achievement. Teachers can be creative in setting writing tasks that relate to real-life situations and interests to make writing engaging, practical and inspiring.   

How do we measure the impact of our writing curriculum? 

We measure the impact of our writing curriculum through a comprehensive range of monitoring activities, ongoing assessment and the lived experience of pupils in our classrooms. These approaches ensure we gain a clear and accurate picture of how well pupils are achieving and thriving as writers. 

The subject leader carries out regular pupil voice, work scrutiny, lesson dips, and data analysis to evaluate the strength of teaching and learning across the school. Findings are shared through reports to link governors, ensuring full accountability and enabling leaders to celebrate successes and address areas for development. This monitoring provides valuable insight into how pupils feel about writing, the progress they are making and how effectively our curriculum supports them. 

Teachers measure the impact of teaching daily through a blend of formative assessment, including live feedback, peer marking, self‑editing, discussion and the use of familiar marking procedures. Children are supported through the editing process to refine and improve their writing, with feedback reinforced through class dialogue and guided modelling. Summative assessments—including teacher judgements, whole‑school and CCP moderation, RWI spelling assessments and weekly spelling tests—provide wider evidence of standards over time. Where relevant, national assessments further validate pupils’ progress and attainment. Regular communication with parents helps build a shared understanding of expectations and achievement. 

The lived experience of pupils is central to our understanding of impact. In lessons, pupils engage with high‑quality models, practise key writing skills and develop independence through well‑structured routines. They experience writing as a purposeful, creative and collaborative process, building resilience, confidence and pride in their work. Classrooms foster a culture where all pupils feel supported and challenged to achieve their best. 

Evidence of writing is celebrated across our school environment. Corridor displays showcase a wide range of genres and high‑quality finished pieces, giving pupils an authentic audience and reinforcing the value we place on writing. Classroom environments include supportive resources such as working walls, vocabulary prompts and writing scaffolds that help pupils develop independence. Wider opportunities—such as themed writing events, outdoor learning, performances and whole‑school celebrations—further enhance pupils’ engagement and enjoyment. 

Through this rigorous, inclusive and celebratory approach, we ensure that pupils at Highfields make strong progress, develop secure knowledge and skills, and leave school as confident, capable and thoughtful writers. 

How do we integrate technology to enhance teaching and learning? 

Technology is integrated across our curriculum. We have iPads and laptops available for children to use. Pupils have the opportunity to digitally draft, edit and share their work. Multimedia tools allow children to combine text with images, audio and video, fostering creativity and digital literacy. Spelling and grammar tools help pupils self-correct, and assistive technologies such as speech-to-text ensure inclusivity for learners with additional needs. These approaches not only enhance writing skills but also prepare pupils for the digital world. 

How do we make writing accessible to all pupils? 

At Highfields Primary School, we maintain high aspirations for every pupil and ensure that all children access the same broad and balanced writing curriculum. Our approach is grounded in the belief that every child can achieve success in writing when provided with high‑quality teaching, appropriate support and meaningful opportunities to develop their skills. We implement a highly effective model of adaptive teaching that ensures all pupils can participate fully and make strong progress. Children who require additional support are provided with targeted interventions as well as in‑class scaffolding to help them access the curriculum confidently. A wide range of supportive resources—including working walls, planning tools, vocabulary and spelling mats and dictionaries —are readily available to promote independence and success for all writers. In some instances, pupils with Education, Health and Care Plans (EHCPs), follow personalised learning plans to ensure that individual needs are met and that learning remains meaningful, accessible and appropriately challenging. Personalised targets, regular review and close collaboration with SEND staff ensure that progress is meaningful and sustained. Our aim is that every child makes measurable improvement in fluency, confidence and independence.  We are committed to enabling our most able writers to thrive. Pupils are given purposeful opportunities to showcase their higher‑level writing skills, engage with ambitious models of writing and analyse more challenging texts. Exposure to high‑quality literature and reading at a higher level supports the development of sophisticated vocabulary, varied sentence structures and greater depth writing. 

Through this inclusive and ambitious approach, we ensure that every pupil is enabled, supported and challenged to become a confident, capable and creative writer who can participate fully in all aspects of the writing curriculum.