Writing

Writing at Our Lady of the Rosary

At Our Lady of the Rosary, we believe that writing is a powerful way for children to communicate their thoughts, deepen their understanding, and respond to the world around them. Our curriculum enables every child to develop into a confident, capable writer who enjoys expressing ideas clearly and creatively. Writing is taught with the same ambition and passion as reading so that children leave us able to write for learning, communication and pleasure.

 

Our Approach to Teaching Writing

Writing is taught progressively from Nursery to Year 6, following a carefully structured sequence that builds children’s confidence in composition, vocabulary, grammar, spelling and handwriting. Through this journey, pupils learn how to write for a variety of purposes, such as to entertain, inform, persuade or discuss. Genres are revisited across the year so that pupils can build on what they know and refine their skills each time.

Lessons provide rich opportunities to explore high-quality texts as models of effective writing. Teachers demonstrate how writers make decisions about structure, vocabulary and punctuation, and pupils learn to reflect these techniques in their own work. Shared and guided writing help children understand the writing process, while discussion and oracy are used to rehearse ideas and strengthen coherence. Through this approach, every child develops the habits of a thoughtful and reflective writer.

 

Vocabulary and Language

A strong foundation in vocabulary underpins confident writing.
Teachers introduce and revisit key language for each unit so that all pupils have the words they need to express themselves precisely. As part of our wider approach to vocabulary development, children explore new words through reading, discussion and retrieval activities, embedding knowledge over time. This supports them to make more deliberate and ambitious choices when writing.

 

Developing Skills Over Time

As children move through the school, they learn to plan, draft and refine their writing. Younger pupils begin by orally rehearsing sentences before writing them, gradually learning to develop ideas into longer pieces. As confidence grows, pupils learn how to organise writing for different purposes and audiences, choosing language to create impact.

Grammar and punctuation are taught explicitly and applied within writing so that accuracy develops alongside creativity. Spelling is introduced systematically from Early Years, initially through Little Wandle phonics and then through explicit teaching of rules, patterns and new word families. Regular review and practice help children apply this learning independently.

Handwriting is taught consistently across the school. Reception children begin by learning letter formation through phonics, and by the end of Year 2 are joining securely. The use of Letter-Join supports fluency, and over time handwriting becomes automatic, allowing children to focus more fully on composition.

Editing and revising are an important part of the writing process. Teachers model how to reflect on choices and make improvements. Pupils learn to redraft carefully so that vocabulary, structure and clarity improve gradually. These skills develop throughout Key Stage 2 as pupils refine their writing with increasing independence.

 

The Writing Journey Through School

In Nursery and Reception, children develop early writing skills through purposeful mark-making, drawing and simple writing opportunities. Fine-motor development is supported through Write Dance in Nursery and sequenced phonics in Reception. As they become more confident, children begin to record words and short sentences.

In Key Stage 1, pupils learn to write for a wider range of purposes. They explore simple narrative and non-fiction forms, applying their phonics knowledge to spell and beginning to use grammar to organise ideas. Oral rehearsal remains central, helping children shape their sentences before writing.

As pupils move into Key Stage 2, they write at increasing length and with greater control. They explore authorial intent, consider how structure influences meaning, and learn to select vocabulary for tone and precision. Editing and redrafting become embedded, allowing pupils to reflect and improve their work thoughtfully.

 

Writing with Purpose

We believe that writing becomes most meaningful when it has a real purpose. Across the year, children publish a finished piece of writing linked to the focus genre and wider curriculum learning. These outcomes may take the form of letters, reports, stories, speeches or information texts. Sometimes these are shared with real audiences beyond the classroom, helping pupils understand the power of writing to inform, persuade or inspire.

 

Reading and Writing Together

Reading and writing are closely linked. High-quality texts are used throughout the curriculum to explore structure, language and technique. Children learn how authors create impact, and these conversations feed directly into their own work. The shared experience of reading together strengthens pupils’ understanding of vocabulary, style and voice, supporting writing growth at every stage.

 

Supporting All Writers

Every child is supported to succeed.
For those who need additional help, carefully targeted support is provided through modelling, guided writing, scaffolded planning and focused interventions. Some children benefit from additional opportunities to rehearse ideas orally before writing. Support is responsive and flexible, helping pupils develop confidence and independence while experiencing success.

We celebrate the effort and imagination that children bring to their writing, valuing improvement and perseverance as well as outcomes. Our aim is that all children finish their time at Our Lady of the Rosary feeling confident in their ability to express themselves clearly and with pride.

 

Continuing the Journey

By the end of Year 6, pupils leave Our Lady of the Rosary as confident, motivated writers. They have a secure understanding of how to plan, write and reflect, and they are equipped with rich vocabulary, strong technical skills and a willingness to express themselves. They are ready to use writing for enjoyment, communication and learning throughout their education and beyond.