Our core aims for our writing curriculum are to ensure that all children:

  • Develop and maintain a love of writing
  • Write in a wide range of styles, making creative choices
  • Develop their author’s voice and use writing to share ideas and topics that are important to them
  • Develop the grammar and vocabulary that they need to convey their ideas accurately
  • Access writing models that are high quality, engaging and thought provoking

This links with our vision that every pupil can be the best version of themselves. It will empower our pupils to share their thoughts, feelings and interests in written form.



We believe that the following are key ingredients in developing effective writing learning at Sayes Court: high quality model texts which enthuse children and expose them to new vocabulary; opportunities for pupils to write at length and develop writing stamina; opportunities to make choices about their writing and write creatively; writing for pleasure sessions; regular peer and self-editing opportunities; access to dictionaries, thesauruses and support from Handy Hints folders; modelled and shared writing where appropriate; chances to publish their work; opportunities to write in a wide variety of styles; robust assessment; and feedback and conferencing which allow pupils to make effective progress.


What this looks like in practice:

  • In EYFS, the Cornerstones curriculum links writing with other areas of the curriculum and there is a strong focus on texts and vocabulary.
  • In EYFS, there are a range of opportunities for pupils to explore mark making and writing in discovery time.
  • In years 1 – 6, each class has a minimum of 4 English sessions per week.
  • For each half term, a high quality model text is chosen for each class. This is the basis of the writing work for this half term.
  • Every half term starts with lessons which explore the key vocabulary of the new text.
  • Stepping stones are used to track pupil progress. These are kept in the front of pupils books and used to inform next steps for individual and groups as well as assessment.
  • Each unit of work has a ‘big picture’ which is stuck into pupil’s books. These identify the type of writing and the learning objectives for each day.
  • Learning objectives have clear and explicit links with grammar objectives as well as a focus on developing style and author’s voice.
  • Pupils write one piece of work over a period of time e.g. 3 or 4 days. This enables them to focus on the structure and detail of the piece as well as providing opportunities for editing.
  • Pupils respond to feedback at the beginning of each English lesson, where they have the opportunity to edit and improve their work.
  • Teachers use modelled and shared writing in order to support learning and promote discussions around writing choices.
  • Each class has a ‘writing for pleasure’ session weekly. This is based around an image, but the pupils can write in any style they choose.

Schemes, programmes and resources used to support writing:

  • Literacy Shed
  • Pie Corbett models for non-fiction writing
  • Bug Club spelling and grammar



The impact of our writing curriculum is:

  • Pupils attain well in end of KS assessments, in line with national
  • Pupils make good progress across the year groups
  • Pupils develop writing stamina and confidence
  • Pupils develop a love of writing
  • Pupils have secure writing skills which they can implement in other areas of the curriculum
  • Pupils apply taught spelling and grammar rules and develop a sense of how these parts contribute to the whole of writing effectively




Collaboration is key in writing – from paired editing and assessment, to discussion of ideas, to the enjoyment of sharing your writing and reading that of a peer. The books that are chosen as our writing models often demonstrate lives that are different from those our children lead, enhancing their understanding of the wider world. We also choose books and video prompts that promote awe and wonder and inspire pupils to write.    

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