English - Writing
Click here for Reading and Phonics at Woodlands.
Writing at Woodlands - Intent
At Woodlands, we want children to become independent, creative and grammatically competent writers. We want them to use their knowledge of reading to write their own material and start to master how to target their audience appropriately. We want the children to be aware of the steps that are needed to progress from initial mark making to writing that makes you think, feel or inform.
Writing in EYFS- Implementation
In the Early Years, writing develops from early mark-making into meaningful, purposeful communication.
In Nursery, children explore making marks through drawing, painting and early writing, developing the physical skills needed to hold and control tools. They begin to give meaning to their marks, talk about their pictures, and may recognise or attempt to write their name. Adults support this by modelling writing, encouraging talk, and valuing all attempts at mark-making.
In Reception, children build on these skills by learning to form letters more accurately and use phonics to write sounds and simple words. They begin to write for a range of purposes, such as labels, captions and simple sentences, often linked to stories or play. By the end of Reception, many children can write short sentences that can be read by others, showing growing confidence, independence and enjoyment in writing.
Writing in KS1 and KS2 - Implementation
Initial assessment
Children will complete a short writing assessment within the first few weeks of entry into a new class. This will be kept for teacher's assessment records and to help monitor progress. Each term, written evidence from a range of subject books will be used to determine children’s writing levels and how to move children onto their next step in learning. Parents will be informed of their child's progress at parent meetings, through a yearly written report, as well as, through informal meetings across the year - arranged by the parent/class teacher.
Supporting Sentence Structure
Children will be given many opportunities for writing in all subject areas. To support the high level of expectation in children’s writing, Woodlands has developed a sentence structure criteria. The children are expected to use these in every written piece they complete, across the curriculum. The children are reminded of the structure through the use of a visual 'hand' support. The reminder is differentiated for access.
At Woodlands, children will experience quality opportunities to listen to, read and write about a range of different genres.
Sentence Strips
All classes from KS1 upwards will display sentence strips. These help the children learn about sentence construction and formation. The sentence strips will show as follows, as relevant to the year group. Please click here for sentence strips.
Vocabulary Development
We expect a vocabulary rich environment. This means that children will have an environment that models examples of words they may meet in topic, example texts and sentence starters. Widgit sheets - picture and written word support will be regularly provided to help scaffold reading and spelling.
Handwriting 
At Woodlands we have high expectations of children's handwriting. Handwriting lessons form a regular part of lessons. We use bubble writing in KS1 and lower KS2 -for as long as they need support. In Upper KS2 the children will use bubble writing, when needed for intervention.
Once they are in KS2, children work towards a Pen Licence, which they achieve once they are regularly and consistently forming their joined handwriting correctly.
Additional Support
Some children will not make as much progress in writing as others. Woodlands run a range of literacy interventions aimed at supporting your child to progress. Your child's class teacher will inform you of any additional support your child is receiving.
