Writing
Writing
At Nicol Mere, we are passionate about developing confident, articulate writers who can express themselves clearly for a range of audiences and purposes. Our writing curriculum is carefully designed to equip pupils with the necessary skills in transcription and composition, helping them to become independent, creative and proficient writers.
Intent
To encourage children to be accurate, confident and independent writers.
To ensure children can write at length within a given genre.
To develop vocabulary, punctuation and grammar across a range of contexts.
To promote transcription (spelling and handwriting) and composition (ideas and structure) in line with the National Curriculum.
Implementation
We see writing as a sequential process. Our approach allows pupils to explore and understand a variety of text types before producing their own writing. Across the school, children are supported by:
Working walls, dictionaries, thesauruses, and high-frequency word lists.
Writing opportunities in other curriculum areas, helping to consolidate and contextualise writing skills.
A structured writing process tailored to the needs of each year group and genre.
Flexibility to adapt writing genres based on the interests and needs of the class.
Spelling
Intent
To enable children to spell known words accurately.
To equip children with strategies to decode and spell unfamiliar words.
To develop understanding of spelling rules, letter strings and patterns.
Implementation
EYFS & KS1
Daily streamed phonics sessions using Letters and Sounds.
Focused teaching of HFW (High-Frequency Words).
Weekly spelling tests based on targeted word groups.
KS2
Daily spelling practice (8.50–9.00am).
Weekly spelling patterns/rules taught and revisited.
Regular testing including ‘Super Spellers’ assessments.
Intervention provided for children working below age expectations.
Children are encouraged to self-correct and make use of dictionaries and word mats. Mis-spelt words are rewritten three times, promoting independent spelling correction by Year 6.
Handwriting
Handwriting is an essential part of transcription. It is taught alongside spelling and writing to help pupils form letters consistently and fluently.
We teach handwriting as a tool for clear communication. As pupils move through school, they are taught to develop a fluent, joined style of writing to support their independence and stamina.
Spoken Language
Intent
To develop effective communication across different contexts.
To broaden vocabulary and improve confidence in spoken English.
Implementation
Spoken language is embedded across the curriculum. Pupils participate in:
Discussions, debates and presentations.
Drama and role-play to enhance understanding of characters and themes.
School-wide events like assemblies and performances.
Opportunities to voice opinions through the School Council and classroom discussions.
Assessment
Ongoing assessment of independent writing using writing criteria.
Writing is assessed for range, purpose and technical accuracy.
Formal assessments using NFER and Rising Stars tests (Y2–Y6).
Moderation both internally and externally to ensure consistent judgement.
Writing is also assessed across the curriculum, especially in subjects like history, geography and science.
Writing Across the Curriculum
Children regularly apply their writing skills in other subjects, recording and presenting knowledge in meaningful contexts. For example, writing reports in science, diary entries in history, and persuasive writing in geography.
Support for All Learners
Targeted interventions for children needing additional support with SPAG and spelling.
Enrichment and challenge for more able writers.
Use of learning aids and tailored tasks to meet individual needs.
Parental Involvement
We actively encourage parents to support their child’s writing journey:
Regular reading at home.
Spelling and grammar workshops.
Open communication with class teachers.
Clear expectations shared for end-of-key-stage outcomes.
