Writing at Leedon Lower

Intent
At Leedon Lower, we want every child to see themselves as a writer — someone who can communicate clearly, confidently and creatively. Our aim is for pupils to develop secure transcriptional skills (spelling, grammar, punctuation and handwriting) alongside compositional skills such as planning, drafting, editing and evaluating. We want writing to have purpose and enjoyment, with children understanding that their words can inform, entertain and inspire others. Above all, we want our pupils to leave Leedon Lower proud of their writing and equipped with the skills they need to succeed in the next stage of their education.

Implementation
Writing is taught through the Talk for Writing approach, which provides a consistent and engaging structure across the school. Each unit follows the sequence of imitation, innovation and independent application, allowing pupils to internalise high-quality model texts before adapting and creating their own. Through drama, oral rehearsal and shared writing, children explore the rhythms and patterns of language, building confidence and control. Teachers model the writing process daily, showing how ideas are developed, refined and improved through editing.

Spelling is taught systematically using Essential Letters and Sounds (ELS) in Reception and Year 1, ELS Spellings in Year 2, and ELS Essential Spellings and Word Knowledge in Years 3 and 4. This ensures a clear progression in understanding phoneme–grapheme correspondences, spelling rules and word meanings. Handwriting is taught through the Letterjoin programme, beginning with accurate letter formation and developing into fluent, joined handwriting as pupils move up the school.

Oracy and vocabulary development underpin all writing. Pupils are encouraged to talk through ideas, rehearse sentences aloud and explore ambitious vocabulary through reading, discussion and shared writing. Our approach ensures that spoken language supports the development of written composition and helps children to find their voice as writers.

Each unit includes opportunities for planning, drafting, revising and publishing, helping pupils to take ownership of the full writing process. Regular feedback and teacher conferencing guide children in identifying next steps and celebrating what they do well. Writing is embedded across the curriculum so that children can apply their skills in meaningful contexts — from recounts in history to reports in science and explanations in geography.

Assessment is ongoing and purposeful. Teachers use day-to-day observations, published outcomes and moderation discussions to track progress and ensure consistency across year groups. Where necessary, scaffolds and targeted interventions provide additional support, while more confident writers are challenged through open-ended tasks and opportunities to explore authorial style and voice.

Writing is celebrated widely across the school. Pupils see their work displayed in classrooms, corridors and shared spaces, and they take pride in presenting their writing to others. Whole-school writing events and publication opportunities further encourage children to see themselves as authors whose voices matter.

Impact
Through this approach, our pupils  are developing increasing confidence, control and independence as writers. They apply their growing knowledge of grammar, punctuation, spelling and handwriting to communicate effectively for a range of audiences and purposes. Across the school, pupils show a developing ability to plan, draft and refine their writing, demonstrating pride in their work and awareness of how to improve it.

Ongoing refinement of our writing curriculum, alongside consistent use of the Talk for Writing approach, is strengthening outcomes over time. Pupils are becoming more confident in generating ideas, making deliberate language choices and using taught structures independently. They talk increasingly enthusiastically about their writing and recognise themselves as authors with something to say.