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Writing - our intent

 It is our aim that children at Iveson Primary leave our school as writers who are able to communicate their thoughts, feelings and ideas creatively, accurately and with confidence.

It is important that our children see themselves as writers and so we make it our mission to cultivate a community of writers in our classrooms, our school, and within the wider school community itself. Both children and teachers alike will write and share their writing, seeking verbal feedback from their peers, and working collaboratively to solve problems and improve their skills as a writer. Children are explicitly taught about the writing process and the editing and revision of our writing. In addition, visits from authors and journalists continually reinforce these messages and give ‘real-world’ context to our students’ learning.   

At the beginning stages of the writing process, children will be exposed to a range of stimuli which they explore as a class through shared reading and discussion. Children may engage in drama activities and independent research to inspire and inform the content of their writing. Children will look at a range of ‘Mentor Texts’ throughout a unit of writing; drawing comparisons and making links in order to create success criteria for their own pieces.   

Using these success criteria, our children are able to talk about the choices they have made as a writer; the effect they wish to have on the reader; and can work collaboratively to edit and revise their piece. Throughout this process, children build their oracy skills and learn to disagree politely and defend their points, giving reasoned justifications for their decisions.   

These lifelong skills feed into all areas of their learning, ensuring children can write confidently across the curriculum.  


We are committed to promoting a love for reading and not only giving children opportunities to read in Guided Reading lessons, but in the wider curriculum too.

Iveson Primary School

Literacy in the Early Years Foundation Stage 

The following statements are taken from the Statutory Framework for EYFS 

Communication and Language 

The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures. 

Physical Development 

Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives7. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence. 

Literacy – Reading 

It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing). 

Early Learning Goals 

Communication and Language 

ELG: Listening, Attention and Understanding 

Children at the expected level of development will: – Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions; – Make comments about what they have heard and ask questions to clarify their understanding; – Hold conversation when engaged in back-and-forth exchanges with their teacher and peers. 

ELG: Speaking Children at the expected level of development will: – Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; – Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate; – Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. 

ELG: Fine Motor Skills 

Children at the expected level of development will: – Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases; – Use a range of small tools, including scissors, paint brushes and cutlery; – Begin to show accuracy and care when drawing. 

ELG: Comprehension 

Children at the expected level of development will: – Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary; – Anticipate – where appropriate – key events in stories; – Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play. 

ELG: Word Reading 

Children at the expected level of development will: – Say a sound for each letter in the alphabet and at least 10 digraphs; – Read words consistent with their phonic knowledge by sound-blending; – Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words. 

ELG: Writing 

Children at the expected level of development will: – Write recognisable letters, most of which are correctly formed; – Spell words by identifying sounds in them and representing the sounds with a letter or letters; – Write simple phrases and sentences that can be read by others. 

Writing National Curriculum 

 English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.  


The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:   

  • read easily, fluently and with good understanding  
  • develop the habit of reading widely and often, for both pleasure and information  
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language   
  • appreciate our rich and varied literary heritage  
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences  
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas   
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. 


The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:  

transcription (spelling and handwriting)  

composition (articulating ideas and structuring them in speech and writing).  

It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.  

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.  

 Spelling, vocabulary, grammar, punctuation and glossary  

 The two statutory appendices – on spelling and on vocabulary, grammar and punctuation – give an overview of the specific features that should be included in teaching the programmes of study.  

Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. References to developing pupils’ vocabulary are also included within the appendices.  

Pupils should be taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed. This is not intended to constrain or restrict teachers’ creativity, but simply to provide the structure on which they can construct exciting lessons. A non-statutory Glossary is provided for teachers.  

Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching. 

School Curriculum  

The programmes of study for English are set out year-by-year for key stage 1 and two-yearly for key stage 2. The single year blocks at key stage 1 reflect the rapid pace of development in word reading during these two years. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for English on a year-by-year basis and make this information available online.  

Attainment targets  

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. 

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