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Ironville and Codnor Park Primary School

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Writing at Ironville & Codnor Park Primary School 


Our intent is for our children to be confident and capable writers with a passion for writing for a range of purposes and audiences. 

We want our children to be capable in the three overarching processes that are essential to writing:

  • text generation, thinking of ideas to enable writing;
  • transcription, the spelling and handwriting skills needed to transcribe those ideas;
  • executive functions of planning, review and editing.


Our writing scheme is progressive from years one to six and incorporates these three elements, with a focus at sentence level using Alan Peat. 


We are keen for children to write with a clear purpose and audience and therefore follow Michael Tidd recommendations for our medium term overview which is ideally linked to our subject areas and cross curricular writing is planned for each term where possible. We use 4 main types of writing across school: Writing to entertain; to inform; to persuade; and to discuss. We also implement ‘Talk for Writing’ principles. 



Grammar is explicitly taught in context, within English sessions, (following National Curriculum requirements), and reinforced within phonic/spelling sessions and daily reading sessions and whenever possible links are made in cross curricular writing.



Classrooms are word rich and displays have both ‘Tier 3’ words specific to subject knowledge but also ‘Tier 2’ words that can be used across the curriculum.  The latter are explicitly taught within Book Clubs, subject sessions and spelling sessions. Display and reference cards are provided within class to encourage independence and transference of these within their own writing and on knowledge organisers for foundation subjects.


We teach writing composition strategies through modelling and supported practice and as a process made up of five components:





editing; and



It is important to note that the latter would not always be required and neither would the process necessarily follow this order. 


Writing in EYFS would:

  • Promote the use of spoken language –retelling of familiar stories or experiences,
  • Encourage ‘emergent writing’ and a ‘have a go’ approach with plenty of opportunities to write and engaging stimuli and resources to promote mark making,
  • Use of a ‘magic line’ to encourage ambitious vocabulary,
  • Tricky word word wall and resources to enable children to be independent spellers.


Writing in Years One to Six would have:

  • Progress in a writing unit with a clear purpose and audience (selecting a Michael Tidd focus and usually two weeks),
  • Progress from reading through to writing through to editing and improvements,
  • Clear top down objectives to be shared in lessons in order to provide direction and next steps (Taken from the Writing pathway. NB Yr 6 self-generated top down),
  • Opportunities for paired, independent and group writing,
  • Use of a WAGOLL (What a Good One Looks Like) for children to understand the structure, language and features of a text type. (Fiction and Non-fiction),
  • Modelling from teacher each lesson,
  • Talk for Writing Approach in planning – ‘Boxing Up’ strategy,
  • Independent ‘Big Write’,
  • Editing – children to edit independently or peer mark with resources readily available to enable children to do so,
  • Assessment against writing pathway,
  • Moderation of writing across school using the SHINE expectation documents and National Curriculum documents.


Across school children have author visits online and in person to promote writing and encourage children to see themselves as authors.



Purpose and Audience: Kestrels sharing Planet Reports with Wrens

Peer Marking our Writing