A high quality education in English will teach pupils to write and speak fluently so they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.
All the skills associated with language are essential to participating fully as a member of society.
We follow the National Curriculum and for writing the programmes of study at key stage 1 and 2.
They 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 at Lord Blyton School develops pupils’ competence in these two dimensions. Pupils should also be taught how to plan, revise and evaluate their writing. These aspects are in the programmes of study for composition.

Writing down ideas depends on being able to spell 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 being able to write down ideas and then being able to organise them coherently for the reader. To do this pupils need to have an understanding of their reader, the purpose of their writing and an understanding and knowledge of vocabulary and grammar.

Writing also depends on pupils being able to write fluently, legible and with speed.
Spelling, vocabulary, grammar and punctuation.
In the National Curriculum there are two statutory appendices on spelling and vocabulary, grammar and punctuation.
The teachers at Lord Blyton all follow these.

Planning for Writing

English lessons are planned around different genre which always focus on a reading texts.
Our topic work is taught through a creative curriculum which again incorporates relevant texts.
Where possible we plan in writing for a purpose linked to the text or genre that the children are studying. We encourage children to write for a purpose.

In Key Stage 1, year 1 we teach spelling alongside reading so that pupils understand that they can read back words they have spelt.
Pupils are shown how to segment words into individual phonemes and then how to represent them. It is important that they understand phoneme-grapheme correspondence.
At this stage pupils will spell some words phonetically even if incorrect. It is important that these words are corrected if the pupil has been taught to spell them.
Writing simple dictated sentences that include words taught give the pupils the opportunities to apply and practise their spellings.
Handwriting in year 1 requires frequent and discrete teaching. Pupils are taught to form letters correctly and confidently. A correct pencil grip is taught.
At the beginning of year 1, not all pupils have the handwriting and spelling skills they need to write things down but throughout the year they are taught these sills.

In year 2 pupils move towards more word specific knowledge of spellingand the process of spelling is emphasised. It is taught spelling involves segmenting words into phonemes and then representing them in the right order.
At this stage spelling should be phonetically plausible even if not always correct. Misspelt words should be corrected and other misspelt words can be used as an opportunity to teach pupils about spelling.
Handwriting in year 2 should be revised and practiced. Children are taught the basics to join as soon as they can form letters correctly.
Reading and listening to stories help children in year 2 to increase their vocabulary and the grammar of standard English which our children need due to the Geordie dilect they often use at home. These activities help them understand how different types of writing are structures.
They are taught to think out loud, collect ideas, draft and redraft and check and read for meaning.
Drama and role play contribute to the quality of writing and opportunities are planned for this.
Pupils will be able to draw on and use new vocabulary from their reading, their discussions about it and from their wider experiences.

In Key Stage 2, year 3 and 4 pupils are taught to spell new words correctly and have opportunities to practice to spell them.
Pupils will also be able to use dictionaries and this should be encouraged.
Pupils should be using joined handwriting throughout their independent writing and should be taught with increased fluency. This will support composition and spelling.
The pupils will have opportunities planned to write for a range of real purposes and audiences as part of their writing. Pupils should understand , through being shown these, the skills and processes that are essential for writing: that is, thinking out loud to explore and collect ideas, drafting and re-reading to check their meaning is clear. Pupils should be taught to monitor whether their own writing makes sense in the same way they monitor their reading, checking at different levels.

Grammar should be taught explicitly, the content is set out in their English planning files. Ath this stage pupils should also be taught about some of the differences between standard and non-standard English and begin to apply what they have learnt.

In years 5 and 6, as in earlier years, pupils should continue to be taught to understand and apply the concepts of word structure so that they can draw on their knowledge of morphology and etymology to spell correctly.
Pupils should be taught to practise handwriting and be encouraged to increase the speed of it, so that problems with forming letters do not get in the way of their writing down what they want to say.
Pupils should understand, through being shown, the skills and processes that are essential for writing: that is, thinking aloud to generate ideas, drafting, and re-reading to check for meaning.
All teaching staff have a English planning file with the content that needs to be taught.


Rather than a scheme being used we use quality first teaching to teach writing in conjunction with reading as part of our English curriculum.
Teachers are continually assessing pupils progress and attainment is measured at the end of each term. We provide pupils with feedback , both written in line with our Marking Policy and verbal for each piece of work they complete. Teachers use classroom assistants to support pupils with their writing. They are used to close any gaps that the teacher might have assessed during a lesson or over a period of time.
Reading interventions used, such as phonics will also have an impact on pupils writing.

How do we know that we are teaching reading well at Lord Blyton School?

At the end of the Early Years Foundation Stage in the summer of 2015 83% of the pupils had reached a Good Level of Development compared to 67% of children nationally in writing.
All of the girls in the cohort, 91% of them had a Good Level of Development compared to 75% of girls nationally.
For the boys 75% had reached a Good Level of Development compared to 60% nationally.
Our FSM children(Free School Meals) also performed well compared to the national average. 71% had a Good Level of Development compared to 60% nationally.
For the majority of our children, 83% they are at age related expectations. For those who need some additional support these children are highlighted at our transition meetings between the teachers and intervention is planned in year 1. All our parents are informed by the teachers how their children are performing throughout the year. If they need to have an action plan to support their learning parents are asked to sign them.

National Testing at Key Stage 1

The writing results from the SATs(Standard Assessment Tests) again show that children at Lord Blyton School are achieving in line with age related expectations at the end of year 2.
90% of our pupils achieved level 2+. 88% in the national.
81% of our pupils achieved level 2B+, which is the age related expectation. 72% is the national.
10% achieved the higher level 3. 18% is the national.

Our girls results were as follows.
88.9% of pupils achieved a level 2+.
88.9% of pupils achieved a level 2B+.
22.2% achieved a level 3.

Our boys results were as follows.
91.7% of boys achieved a level 2+.
75% of boys achieved a level 2B+
0% achieved a level 3.

We know from our school self -evaluation work that we need to increase the number of pupils achieving at the higher levels. This is an objective in the School Development Plan.

National Testing at the end of Key Stage 2

The writing results from the SATs(Standard Assessment Tests) again show that children at Lord Blyton School are achieving in line with age related expectations at the end of year 6.
93.3% achieve a level 4B+ , which is age related expectation.
33% achieved a level 5.

Our girls results were as follows.
100% of pupils achieved a level 4B+.
50% of pupils achieved a level 5+.

Our boys results were as follows.
89.9% of boys achieved a level 4B+.
22.2% of boys achieved a level 5+.

Progress in writing was as follows across key stage 2 for these children.
100 of our children made the achievement of expected progress compared to 94% nationally and 47% of the cohort achieved more than expected progress compared to 36% nationally.

We are very proud of our achievements in writing and we work hard to promote it across the school and across the curriculum.

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