At Manor we view the acquisition of language skills to be of the utmost importance and so the teaching of all aspects of English is given high priority. Writing is integral to our children’s whole language experience; it is a crucial part of thinking and learning. This overview outlines the purpose, nature and management of the teaching of writing at Manor. It states how we deliver the writing elements of the English National Curriculum and the Early Years Foundation Stage as well as recent DFE guidance and subject reports for Literacy. 

Intent:

At Manor, we aim for ALL our children to become confident, fluent and effective writers who are able to use a wide range of writing tools and skills that are taught and developed through their journey with us.

Implementation:   

At Manor Primary Academy, we strive to ensure that every child sees themselves as a writer by following a book-based approach to learning. Books are incredibly powerful and versatile tools that open up countless opportunities. They not only provide a wealth of information, experiences, and knowledge but also support cultural, emotional, intellectual, social, and spiritual development. High-quality texts enhance comprehension, vocabulary, spelling, speaking, listening, and writing skills. Due to these significant benefits, Manor Primary has fully embraced a book-based approach to teaching English, making it the cornerstone of our curriculum.

At Manor Primary, English is taught through the Literary Curriculum, a book-centered approach created by the Literacy Tree. This curriculum places children’s literature at the heart of learning, immersing students in a literary world. By engaging with carefully planned writing sequences and spelling seeds, students develop a deep connection with the material, fostering meaningful and authentic contexts for primary English education.

As children engage with a diverse array of authors and explore various genres, including fiction, non-fiction, and poetry, they develop into critical readers and cultivate their own writing style. During their time at Manor, pupils will delve into over 200 literary texts and encounter the works of over 150 distinct and influential authors. 

To ensure the curriculum is thoroughly integrated across the school, pupils participate in both an English lesson and a spelling lesson/investigation each day, each focusing on a different book. Every half-term centres around a specific theme, with connections made to the broader curriculum whenever possible. This approach allows pupils to explore the theme in greater depth and from multiple perspectives.

We employ a spiral approach to learning, enabling pupils to revisit and reinforce different aspects of the National Curriculum multiple times throughout the year. This method ensures comprehensive coverage of all National Curriculum requirements, including writing composition, reading comprehension, grammar, punctuation, vocabulary, spelling, and phonics — all within meaningful contexts.

*** Please note: after discussion with the writing lead, teachers may occasionally decide to plan alternative writing units that are not from the Literacy Tree schema, such as; cross-curricular writing opportunities, recounts after a visit or whole school writing units for enrichment and or assessment purposes. These changes will take into account prior learning, the impact of 'missing' a Literacy Tree unit and if the change enriches our already well planned writing curriculum. 

Manor Writing Curriculum Documents

• Robins - Reception Class Writing Curriculum Map
• Swans - Year 1-2 Writing Curriculum Map
• Owls - Year 3-4 Writing Curriculum Map
• Penguins - Year 5-6 Writing Curriculum Map
• Manor Writing Curriculum Maps
• National Curriculum English .pdf

For each writing unit, we will: 

• Provide frequent opportunities to write.
  Encourage children to write clearly, legibly and accurately with attention to punctuation, spelling and grammar. These will be corrected by the teacher during marking or immediate feedback. Pupils will correct these errors. 
• Provide regular modelling of the writing process. 
• Provide regular modelling of making judgements about the style, format and choice of vocabulary, for a specific purpose, audience and genre.
• Provide regular modelling of drafting, revision and proof-reading, for instance using visualisers.
• Provide time for children to reflect on the writing process and refine their work. 
• Provide regular opportunities for children to produce independent writing and Big Writes, which will be clearly identified as independent. 
• Independent writing (Big Writes) will be assessed in a timely manner (within 5 days) against the agreed TAF  or by using Fierte Assessment criteria. 
• Deep mark independent writing with a positive comment. 
• Set individual targets for writing and assist children in reviewing their targets (and setting personal ones where appropriate)
• Provide opportunities for children to focus on specific targets through ‘Instant Catch Ups’ (ICU) and interventions. 
• Provide children with opportunities to share their writing. 
• Encourage children to take responsibility for their own writing development and progress. Surround children with a print-rich environment that they have helped to create.
• Reward and celebrate children’s efforts and achievements in writing.
• Provide opportunities for cross-curricular writing.
• Provide a wide variety of texts which cater for children’s diverse interests and needs, and act as a stimulus to their own writing.

Writing in the Early Years Foundation Stage 

In addition to following the Literary Tree writing curriculum, we will ensure that our pupils in EYFS are  encouraged to develop their fine motor skills, which are essential for pencil control and writing. Activities will include play dough, cutting, threading and using a range of tools. Children are encouraged to 'mark make' as they access a range of materials independently which are carefully planned to promote the development of writing skills. A wide variety of opportunities are provided for children to engage in writing activities including: 

• Shared writing 
• Role-play (e.g. an office or restaurant) 
• Labels 
• Recipes 
• Lists 
• Making books 
• Writing letters 
• Menus 

Their efforts at this emergent writing stage are valued and praised and as their phonic knowledge and handwriting skills increase, this will be reflected in their writing.

Assessment of Writing

Children’s writing is assessed at least once half-termly from Reception using assessment grids (TAFs) and/or the Fierte Assessment writing documents, which are linked directly to the National Curriculum Programmes of Study for each year group. These assessments then inform our target setting and are used as the basis for our planning.

Celebrating writing 

Positive reinforcement of good writing is conducted through use of stickers and rewards, stars of the week and through our Achievement System.  Writing is displayed in classrooms and around the school site.