Writing at Gretton

Our Approach to Writing

At Gretton, we believe that writing is a powerful tool for communication, creativity and learning. We aim to develop confident writers who can express their ideas clearly, adapt their writing for different audiences and purposes, and use writing successfully across the curriculum and beyond.

Our writing curriculum is informed by the Department for Education's Writing Framework and the Education Endowment Foundation's (EEF) guidance on effective literacy teaching. We recognise that writing is a complex process and therefore teach it explicitly and systematically. Children develop the foundations of successful writing through high-quality talk, secure transcription skills (spelling and handwriting), rich vocabulary and carefully sequenced opportunities to plan, draft, revise and edit their work.

Writing in EYFS

Children in EYFS develop their language comprehension through Drawing Club. This approach provides meaningful opportunities to develop communication, vocabulary, creativity, literacy and fine motor skills through storytelling, discussion and drawing.

Drawing Club encourages children to express ideas, explore their imagination and develop confidence in mark-making while deepening their understanding of texts. Texts are carefully selected to reflect children's interests, broaden their understanding of the world and expose them to high-quality literature.

Phonics into Writing

As children develop their phonetic knowledge, they are encouraged to apply it in their writing, building confidence in communicating their ideas through marks, letters, words and simple sentences. Writing opportunities are embedded throughout the provision, enabling children to develop both the technical skills and motivation needed to become successful writers.

Writing in KS1 and KS2

We use The Literacy Tree as the foundation of our writing curriculum. Through carefully selected, high-quality texts, children are immersed in rich language, diverse experiences and meaningful writing opportunities. Teachers adapt and refine planning to meet the needs, interests and learning priorities of our children, ensuring an ambitious and inclusive curriculum for all.

Through sentence deconstruction, high-quality modelling, guided practice and purposeful writing experiences, we develop fluent, motivated and independent writers. We encourage children to see themselves as authors, take pride in their work and understand the value of writing both in school and in the wider world.

Handwriting

We are proud of the high standard of handwriting across our school and place great importance on developing a clear, fluent and joined handwriting style. Handwriting is taught explicitly and regularly from EYFS onwards, alongside writing within phonics lessons.

We use the Letter-join whole-school handwriting scheme to provide a structured and progressive approach that meets National Curriculum expectations. Regular practice helps children develop automaticity, enabling them to focus more fully on composition and the communication of ideas. (Please see our Handwriting Policy for further information.)

Spelling

• EYFS and Year 1 & 2

Spelling in EYFS and Year 1 is taught through Little Wandle where children are taught to segment words into phonemes, apply their growing phonic knowledge to spell words and practise ‘tricky words’ through daily, systematic teaching and application activities.

• Year 2: Bridge to Spelling

In Year 2, children (when ready) move on to Bridge to Spelling provides an important transition from phonics to more independent spelling. Delivered as part of Little Wandle Letters and Sounds Revised, the programme builds upon children's existing phonics knowledge and helps ensure that no gaps emerge as they move beyond discrete phonics teaching.

The programme supports children to continue using phonics as their primary strategy for spelling while developing a deeper understanding of…

• Morphology (prefixes, suffixes and word families)
• Etymology (the origins and history of words)
• Grammar and how spelling choices contribute to meaning

A key strength of Bridge to Spelling is its emphasis on understanding spelling patterns and conventions rather than relying solely on memorisation. This helps children become confident, reflective spellers who can apply their knowledge independently when writing.

• Key Stage 2

In Key Stage 2, spelling is taught through the Twinkl Spelling Scheme, which provides a structured and progressive approach to meeting National Curriculum expectations. Learning focuses on…

• Consolidating spelling rules and patterns
• Exploring word structure and meaning
• Applying spelling knowledge within purposeful writing

Teachers regularly revisit previously taught content to strengthen retention and help children  make meaningful connections across their learning. This enables children to apply spelling strategies confidently and accurately in a range of writing contexts.

As part of our ongoing commitment to curriculum development, our English Lead is currently reviewing alternative spelling approaches and resources to further strengthen teaching and learning in this area.

Spelling Intervention

Where children require additional support, Nessy Spelling is used as a targeted intervention. This structured, multi-sensory programme is carefully matched to individual needs and helps children close gaps in learning, secure essential spelling knowledge and develop confidence as writers.

Grammar and Punctuation

Grammar and punctuation are taught within meaningful writing contexts and are carefully embedded throughout our writing curriculum. Through the Literacy Tree and our mixed-age curriculum planning, children are taught all National Curriculum requirements in a progressive and purposeful way.

Children learn how grammar and punctuation choices enhance meaning, create effect and support effective communication. By applying these skills within their own writing, children develop increasing control, accuracy and confidence as writers.

Dictated sentences

Across all year groups, dictated sentences are an important part of our approach to teaching writing because they help pupils apply their phonics, spelling, grammar and punctuation knowledge in a meaningful context.

By listening carefully and writing a sentence accurately, children develop fluency, attention to detail and confidence as writers. Dictation also reinforces the connection between reading and writing, encouraging children to rehearse sentence structures and vocabulary that they can then use independently in their own writing. Through regular practice, children build the skills needed to write with increasing accuracy, stamina and independence.

Oracy

At Gretton, we recognise that spoken language is the foundation of effective reading and writing. Our classrooms are rich in purposeful talk, where children are encouraged to share ideas, explain their thinking, ask questions and engage in constructive discussion. Through effective questioning, partner talk, group work and class discussion, children develop the confidence and communication skills needed to become articulate learners and writers.

Oracy is embedded throughout our English curriculum and is actively promoted across the wider curriculum. We provide regular opportunities for children to present, perform and speak to different audiences, helping them to develop confidence, fluency and self-expression.

A highlight of our oracy provision is participation in the annual Look Who's Talking competition. This event gives children from Year 1 to Year 6 the opportunity to develop and showcase their presentation skills. All entrants present to their class, with successful speakers progressing to present to the whole school and then to audiences from other local schools.

This valuable experience helps children develop confidence, resilience and pride in their ability to communicate effectively.

As part of our ongoing commitment to curriculum development, Oracy is currently a Trust Wide development area. All staff will be receiving Professional Development in this area during the academic year 2026-27.