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‘Successful learning in a happy environment’
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In Reception, children are taught how to form letters from their first full week in school, during their Read Write Inc. phonics lessons. Children are taken in small adult-led groups to receive support with their letter formation.


From Year 1, children begin to follow the Writing Journey:

  • Teaching of writing is based on talk for writing principles with a meaningful context/stimulus. Well-matched texts and films are also used as starting points to inspire writers.

  • Elicitation: This can be a short session, or oral (if appropriate). Initially, the teacher elicits what the children are already able to do and assessment of this piece of writing informs the planning of the subsequent sequence of learning. If a new genre is being introduced, no elicitation is required.

  • The first stage of the learning sequence ‘releases the text’, using a range of activities for exploration to explore the class text.

  • Following this, in the second stage, teachers model high quality writing so the pupils learn the genre and improve their writing. Each session focuses on a different age appropriate writing feature.

  • Finally, in the third stage, pupils plan and write an ‘Invent Task’ so they can demonstrate the skills and knowledge they have learnt.  Pupils edit, improve and re-draft their writing during both the modelled writing stage and the invent task. Children then identify the features they have included.

    • This final write is deep marked – as per the marking policy – and children are given a session to respond to the marking.


Grammar, spelling & handwriting:

  • The teaching and learning of grammar is embedded within each learning sequence and is supported by ‘No Nonsense Grammar’ resources for all year groups.

  • Read Write Inc. phonics lessons in EYFS & KS1 support the basis of good spelling

  • In Year 2 (after Read Write Inc.) and Years 3, 4, 5 and 6, No Nonsense Spelling resources are used to support planning. The scheme sets out medium term plans, although teachers have flexibility to plan according to the needs of their pupils.

  • Each teacher sets an age related common exception word test at the beginning of each term to inform planning and individual needs.  This data is tracked through the year to analyse progress and inform future plans. In Years 2 and 6, this spelling test is a past SAT paper.

  • Discrete spelling lessons are taught each week and games and activities, including handwriting lessons, related to the spelling patterns taught, are used to reinforce children’s understanding.

  • Children are encouraged to apply their knowledge of accurate spelling across the curriculum and use a range of strategies, including word mats, ‘have a go’ spelling books (although not for the independent elicitation and invent tasks) and dictionaries.

  • In Reception, children learn how to form letters through the Read Write Inc. programme. In Years 1 and 2, this also involves learning to join letters. In Years 3, 4, 5 and 6 teachers use spelling sessions of spelling rules and/or common exception words to model joins, consistent with the joins introduced in RWInc – this could also include children in Year Two who have completed the Read Write Inc. programme. Children in Key Stage two are expected to join all their letters in order to receive a handwriting pen. Children in Year 6 are all given a handwriting pen in order to prepare them for their secondary education – although children may choose to write in pencil if appropriate. 

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