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Writing

Through the English curriculum, we are committed to helping children develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language.

Writing Intent Statement

At Loughborough Primary School, our goal is to nurture and inspire our children to take their place in the world as fulfilled global citizens. We believe that literacy and communication are key life skills needed for each pupil to achieve this. Through the English curriculum, we are committed to helping children develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language.

At Loughborough Primary School we aim for every child to be able to:

read and write with confidence, fluency and understanding

use core texts that stimulate discussion about the world around us and enable us to promote a love of learning through real life and engaging experiences

have an interest in words, their meaning and developing a growing vocabulary in spoken and written forms

understand a range of text types and genres- to be able to write in a variety of styles and forms appropriate to the situation

be developing the power of imagination, inventiveness and critical awareness

We recognise the importance of nurturing a culture where pupils take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts.

We want to inspire all of our pupils to be confident when speaking and listening and to use discussion to communicate and further their learning. We believe that a secure basis in literacy skills is crucial to a high-quality education and will provide our pupils with the tools they need to participate fully as a member of society.

Writing Impact Statement

Pupils are assessed regularly against the National Curriculum attainment targets. This assessment informs teacher’s planning.

Assessment may be:

Formative –observation, questioning, participation in discussion, marking of written work, self and peer assessment, sharing learning intention and success criteria. Pupils complete activities in their writing sessions focusing on different writing skills/ styles. The writing cycle allows children to become progressively more independent in their writing; completing an independent piece at the end of a unit. The responses to these tasks are used as an assessment tool to track pupils’ understanding.
The SLT also conducts pupil progress meetings with class teachers termly to identify which pupils may require additional support, suitable groupings, interventions and the deployment of adult support is agreed in an effort to raise standards in Literacy.

Summative – Formal assessment of writing takes place once every six weeks and children’s progress and attainment can be tracked from the school’s internal system of assessment; SIMS. Teachers moderate writing to ensure consistency and quality assurance.

Writing Implementation Statement

Pupils are encouraged to write functionally, personally and imaginatively, to convey meaning to the intended audience. They are taught
to pay careful attention to punctuation and structure, spelling, handwriting and presentation.

During their lessons, pupils will develop an understanding and appreciation of the tools writers use to convey meaning. They will be encouraged to adopt appropriate tone and style in their own writing.

Before Writing

This forms the most important part of the writing process. Children will be immersed into a variety of texts with the use of discussion, role playing, questioning and building of key vocabulary; developing experiences that will assist the writing process.

During Writing

Modelling:

The teacher models step by step how to successfully achieve the lesson objective - it is integral to this part of the process.

Collaborative composition

The teacher models the application of the grammar focus in writing. Pupils then practise applying the grammar focus orally and on mini whiteboards before proceeding to producing a shared writing composition.