At Ridgeway Primary Academy, the intent of our English curriculum is to deliver a curriculum which is accessible to all and will maximise the outcomes for every child. We recognise that each child has their own starting point and progress is measured in line with this to ensure every child can celebrate success. Our writing, grammar, punctuation and spelling curriculum is based upon the National Curriculum programmes of study and lessons take place every day. Our aim is to encourage children to be independent writers for a range of audiences and purposes across different text types. Pupils will be taught to apply their writing skills across all curriculum subjects and themes which have been carefully developed around high quality texts.

· Pupils will be able to write, spell and speak at age-appropriate levels and following age-related expectations

· Pupils will be exposed to a variety of literature, genres and authors

· Pupils will write for a variety of purposes and audiences; clearly, accurately and coherently, adapting their language and style as required

· Pupils will write daily

· Pupils will develop an understanding of grammar and punctuation and acquire a wide vocabulary to use appropriately

· Pupils will enter into discussion and present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates

· Pupils will take pride in their writing

Implementation

Writing including Grammar, Punctuation and Spelling

Writing is a priority in our school and all children write daily to allow them to gain a deep understanding of a range of text types throughout their school-life. The Curriculum Overview for each year group clearly lays out which text types will be covered and links them to a high-quality text to ensure the connection between reading and writing stays at the forefront of learning. Writing is always inspired by reading.

The writing process is planned to follow the teaching sequence: reading and analysing, gathering content, planning and writing to cover a variety of genres and literary styles. Short writing opportunities are planned for and at least one longer writing task to demonstrate the writing genre being covered. Each half term writing weeks are planned for, so children get the opportunity to develop longer pieces of writing and develop their stamina and enjoyment of writing. Teachers in Y1 – 6 use text type posters so the children can gradually learn more about the text type, learn to write through modelled examples and independently apply their learning. Text types are returned to across the school to ensure consolidation of learning and to support children to develop their skills as writers.

Teachers plan different writing styles into other curriculum areas to give children further opportunities to identify the purpose and audience for their writing and evaluate the effectiveness of their written work through editing and redrafting. Reading, planning, writing, editing and proof-reading skills will be modelled by teaching staff. In school, writing is displayed and encourages children to have pride in their work and show that their written work is valued.

Language and vocabulary

Model texts are used which highlight a range of high-quality, aspirational vocabulary. Teachers display this vocabulary on their class working wall and it is taught explicitly so that children can reuse the words in their own writing. The vocabulary displayed will include tier 2 and tier 3 words. Teachers display ambitious vocabulary across the wider curriculum to ensure children acquire an understanding of technical language. Working walls are regularly updated to support learning. The writing process is clear on working walls, with modelled examples being available to all pupils as their writing ideas develop.

Grammar and Punctuation

Grammar and punctuation is in line with the National Curriculum for each year group. The knowledge and skills are taught through the context of reading linked to the high-quality text and is carefully linked and applied to the writing text type to allow the meaningful and logical progression of skills. The children are taught the required skills through the genres of writing, linking it to the genre to make it more connected with the intended writing outcome. Teachers sometimes focus on grammar and punctuation skills as standalone lessons, if they feel that the class need additional lessons to embed and develop their understanding or to consolidate skills.

Spelling

Spellings are taught discretely and are a focus throughout the school day. Children are given spellings to learn each week and are tested on these. When marking work, teachers identify up to three incorrect spellings for children to copy and correct. In addition, children are encouraged to be able to identify incorrect spellings and correct them independently when appropriate. All children are taught the statutory words for their year group, whilst also revising previous year’s lists when needed. Through Little Wandles phonics in Early Years and KS1, and by using the Purple Mash scheme, children are taught spelling rules and patterns through investigations. Children who need additional support receive interventions in Little Wandles or Lexia throughout KS1 and 2.

Speaking and Listening  

At Ridgeway Primary Academy, our pupils are given a wide range of opportunities to use and develop their Speaking and Listening skills to help them with the writing process across all areas of the curriculum. Speech and Language tools such as Colourful Semantics and Makaton are introduced in Early Years and continue to support the children to express themselves verbally and aid and benefit the writing process.

Handwriting

Handwriting is taught in weekly basic skills sessions weekly using the PenPals scheme from year 1 to 6 and sessions include a gross and fine motor skills activity to prepare for writing. All children in EYFS are taught how to hold a pencil correctly and form their letters. In Reception, children learn to form letters correctly through the Little Wandle scheme alongside their phonics. In Nursery, children begin each day with Dough Disco to develop their fine motor skills. In key stage 1, children focus on letter formation in preparation to demonstrate simple joins by the end of year 2. Teachers highlight letter formation in their marking so children can address errors and continue to improve their handwriting. In key stage 2, children use purple handwriting books until handwriting and presentation is at the expected standard for their age. They then progress onto standard lined English books. All staff model the handwriting script when they write in the classroom. All children are expected to write using this script in all subjects. Staff have high expectations of presentation and children take pride in their writing, working hard to earn their pen licence and taking ownership of their learning.

Marking and feedback

All marking and feedback is given in line with the marking and feedback policy. Summative assessments will be entered onto a writing spreadsheet to track progress across the year. Teachers will use their professional judgement to determine whether a child is working within age-related expectations, above or below. They will base their judgements on a range of writing and moderate internally with teachers and then in a cross-school moderation with colleagues from the Trust. The end of year expectations for each year group will be used to support making judgements and inform planning. Moderation evidence is kept in a whole school moderation folder, and this includes exemplification.

Impact

The impact on our children is clear: understanding of the writing process, progress, sustained learning, and transferrable skills.  As all aspects of English are an integral part of the curriculum, cross curricular writing standards continue to improve, and skills taught in the English lesson are transferred into other subjects.

We aim that by the end of KS2, all children will have made considerable progress from their starting points in EYFS. With the implementation of our writing curriculum including strong phonic foundations, our children will become more confident writers. They will be independent, resourceful learners in all subjects and can produce high quality written work in all areas of the curriculum. We hope that as children move on from us to further their education and learning that their creativity, passion for writing and high aspirations travel with them and continue to grow and develop as they do.