• West Park Primary School

    Writing Policy


    This policy outlines the teaching and organisation of writing at West Park Primary School.  The school’s policy for writing is based on the National Curriculum 2014.

    Writing makes a significant contribution to the development of children as

    thinkers and learners. The purpose of this policy is to promote a consistency

    of approach and to ensure that continuity and progression are embedded in

    our practice.


    Our Aims

    1. To assist pupils in becoming efficient and effective writers who are able to write appropriately for a variety of audiences
    1. To assist pupils in acquiring the knowledge and skills to communicate effectively within a range of contexts
    1. To assist pupils to become aware of and appreciate the writer’s craft


    We believe that writing is a complex skill that will not develop without teaching and practice and so we endeavour to meet our aims by ensuring that pupils are provided with

    experiences that:

    • Help children to use texts to gain more knowledge about improving their own writing.
    • Allow practice of extended writing in a variety of purposeful contexts.
    • Develop positive attitudes to the writing process including planning and redrafting.
    • Support improvement and high expectation of core skills i.e. spelling grammar, punctuation.
    • Provide feedback to pupils which will enable them to improve their writing skills.
    • Maintain and develop a high writing achievement ethos at all stages in the school.


    English Sessions

    English sessions are planned in units of work, based on objectives from the National Curriculum 2014 (see English policy). Lessons should provide opportunities for the children to practice the skills needed to be a writer. Each unit of work covers a specific text type and can last for any number of weeks. A unit outcome will be completed by the end of each unit, allowing the children to put all of the skills they have learned in to practice.

    English sessions take place at least 4 times a week in KS1 and KS2.

    (See ‘Teaching Writing in the Foundation Stage’ for information on Foundation Stage English sessions)


    Talk for Writing  

    Writer Talk

    Reading as a writer involves making comments on choices made in an extract, at word/sentence level and text level.

    (Three times a week)

    Writing as a reader – SHARED/GUIDED WRITING

    What is ‘Modelling’ writing? – DEMO WRITE – teacher to model how to write.

    What is Teacher Scribing? – SHARED  – teacher scribes / formulates children’s ideas. 

    What is Supported Composition? – GUIDED – teacher works with a small group to plan / write OR redraft / improve work already written.

    (Once a week)


    Storytelling and Story-making

    This involves the learning and repeating of oral stories, building children’s confidence to develop them through telling and then extending that development into writing; later creating ‘new’ stories orally as a preparation and rehearsal for writing.

    In this way, the development of storytelling is built through a sequence involving first:

    Imitation  –  the straight retelling of learned stories.

    Innovation –  developing, extending and changing elements of a story.

    Invention  –  creating a new story.

    Storytelling and Story-making was introduced to staff during the Spring Term 2010. Children will be provided with the opportunity to practice these skills throughout the Summer term 2010, with a view to it being part of Literacy sessions starting September 2010.



    Big Writing sessions take place in each year group fortnightly, if not once a week. The children are provided with a writing prompt that is discussed as a class in terms of what text type the children are being asked to write. They will be asked to produce a plan and complete the task by the end of the session. Children will be encouraged to redraft / edit their work before handing it in to be marked.  


    Vocabulary, Grammar and Punctuation       

    All classes have VCOP (vocabulary, connectives, openers and punctuation) displays in classrooms that are referred to for all written activities – English sessions, Big Writing session and when writing in other curriculum areas. This is a focus for all children when completing written tasks and for teachers when marking.


    Cross-curricular Writing

    Writing is often linked to Theme and Foundation Subject topics. Cross-curricular writing takes place when appropriate in English sessions, Big Writing sessions and in all other curriculum areas.


    Promoting high expectations

    All teachers should have high expectations in regard to the standard of pupils’ writing, taking due account of the child’s stage of development. All pupils should be encouraged to achieve the highest possible standard of writing according to their stage of development and level of ability. These expectations can be made explicit in a variety of ways:

    Use of positive feedback (oral or written)

    Merits / Chances

    Writer of the Week certificate

    Reading children’s writing to the class / in assembly

    Child reads writing to the class / in assembly

    Display children’s writing around the school

    Publish children’s writing in ‘books’ or on the school website.



    See English Policy for details.



    Resources for specific year groups can be found in the relevant Key Stage areas or classrooms. ‘Talk for Writing’ resources and ‘Oxford Connections’ (cross-curricular ideas for writing) can be found on the English shelf in the Resource Room. English resources available on the network include: Igniting Writing – Journeys, Interactive Literacy – Years 1-6 and Big Writing Games.


     For further information on Handwriting, Feedback and Marking, SEN and Statemented children, Teaching and Learning and Assessment arrangements see individual policies.



    Governors are free to determine the renewal of this policy at any time, in line with changes in school systems or statutory guidance.