Writing
Intent
At Roman Hill, we aim for every child to leave our school able to produce well-structured, detailed writing that communicates meaning clearly and engages the reader. We strive to immerse children in a rich and diverse range of experiences, challenging them to deepen and apply their English skills and knowledge irrespective of their starting point or context.
Our writing curriculum is underpinned by CUSP Writing (Unity Schools Partnership). While CUSP provides the core structure, it is thoughtfully adapted to meet the needs, interests and starting points of our children. This ensures that all pupils are supported and challenged to develop as confident, competent writers. The curriculum design enables pupils to build securely on prior learning, make purposeful connections across subjects, and, where appropriate, make strong links to the reading curriculum to deepen understanding of language, structure and authorial style. Through this approach, pupils are equipped with the skills and knowledge they need to grow as writers for life.
This core curriculum is enhanced and supplemented by high-quality resources and carefully selected model texts, and, where appropriate, linked to the school’s literature spine. This combination enriches the curriculum, ensuring pupils experience breadth, coherence, and depth in their writing journey. It is our aim to ensure that the writing curriculum has relevance to our pupils and enables them to use their experiences across the wider curriculum and in their lives beyond school to develop their creativity and confidence in writing.
Implementation
The flexible structure of lessons and blocks allows teachers to apply their own creativity and use a wide range of materials (including those which are audio and visual based) and high-quality model texts from a variety of sources, while covering National Curriculum objectives. Pupils rehearse knowledge and skills before applying them to meaningful extended outcomes.
Consistency is ensured through an instructional approach that activates prior learning, introduces vocabulary and key concepts, and draws on model texts and other source materials. Teachers follow the “I do – We do – You do” sequence, allowing pupils to move from guided practice into independent application. Challenge tasks are embedded to deepen understanding for all learners.
Writing is further strengthened across the wider curriculum. Provision for pupils requiring additional support is delivered through targeted teaching, and scaffolding approaches such as pre-teaching, paraphrasing, adapting texts, reframing questions, or reducing cognitive load. Scaffolds are applied progressively, starting with minimal help, before moving to modelling, prompting, and guided correction. All staff support pupils to achieve while growing into independent learners.
A culture of English is nurtured across the school: adults model a love of reading and writing through daily story-sharing, rich vocabulary exploration, and events that encourage consistent participation. Through discussion and exploration, children unlock communication skills that underpin their development as writers.
Spelling, Punctuation and Grammar
Spelling, punctuation and grammar are taught both discretely and embedded within English lessons. We view spelling as a key life skill: when pupils spell automatically, they can focus on the content and craft of their writing. Confidence in spelling supports creativity and independence.
We use explicit, interactive teaching that draws attention to the origins, structures, and meanings of words. Grammar and punctuation are taught systematically, giving pupils the tools to write with accuracy and effect.
Handwriting and Presentation
At Roman Hill, handwriting is taught as a specific skill so that children write fluently, legibly, and at speed by the end of KS2. Pupils are taught correct letter formation, joining, and handwriting habits, leading towards a developing personal style. We follow the Nelson Handwriting scheme of work.
Handwriting practice is often combined with spelling and dictation to reinforce fluency. Where specific needs arise, handwriting is taught discretely at the teacher’s professional discretion. The feedback and marking policy is used to address errors and misconceptions with handwriting within lessons across the curriculum. Pupils are given time to correct these, with support where appropriate. Across the school, we are working to encourage writing with a purpose, supported by high standards of presentation.
Impact
It is our aim that the writing curriculum allows pupils to flourish as independent writers. To ensure that teaching and learning is planned and delivered effectively to meet the needs of pupils, assessment is ongoing and purposeful:
Short-term assessments within lessons guide daily teaching. The use of the feedback and marking policy, measuring progress in lessons against the aims and objectives of the session, purposeful questioning and oracy activities to assess knowledge and understanding and self and peer assessment activities form the basis of this.
Medium-term assessments (Ingredients for Success) measure progress against objectives and inform planning. In-house moderation of writing with staff following national exemplification materials to ensure fair and accurate assessment of writing.
Summative assessments, including formal tests, SATs, and teacher judgements, provide evidence of attainment against school and national targets.
These assessments inform discussions with parents, help set targets, and provide continuity between year groups.
Subject leaders work with all staff to ensure the consistent implementation of the writing curriculum across the school. Writing moderations use exemplifications, to define expected standards across year groups. Regular moderation and book looks ensure curriculum depth, progression, and high standards of writing. Writing leaders also carry out other forms of monitoring including lesson drop ins and pupil voice to gain a broad and balanced overview of the writing curriculum at Roman Hill Primary School. Subject leader meetings with senior leaders ensure a level of quality assurance and accountability is maintained.
Information for parents
Below are links to some websites with useful activities, resources and guidance for supporting your child at home with writing.
https://home.oxfordowl.co.uk/english/nelson-guide-for-parents/
https://writing4pleasure.com/wp-content/uploads/2020/05/wfp-writing-with-children-at-home.pdf
https://literacytrust.org.uk/free-resources/
https://www.thenational.academy/