Intent:

· To cultivate and grow a genuine love of literature, words and writing in all pupils, while integrating progressive writing, spelling and grammar skills into our wider, knowledge-led curriculum.

· To secure strong evidence of the progression of writing, spelling and grammar skills in all writing, including the pupil’s understanding that these skills must be evident in every piece of writing they do across a broad, exciting and engaging curriculum.

· To monitor and further develop the high quality of English teaching and planning in line with the structure and guidelines agreed upon in current training.

· To ensure the use of high-quality texts and explicit vocabulary teaching is reflected in written tasks across the curriculum.

· To identify, understand and remove barriers to learning for all children, regardless of their backgrounds or starting points, so they become confident and successful members of the wider community.

· To instigate and monitor a robust, accurate and realistically achievable assessment procedure for writing across the curriculum, that will identify problems and barriers to learning at the earliest opportunity.

· To make it a priority that successful, early interventions are put in place so that all children not only achieve expected levels from their starting points, but that a significant proportion go on to exceed expectations.

Implementation:

· Planning clearly demonstrates progression and reinforcement of writing, vocabulary, spelling and grammar skills across the curriculum for each year group and across the school.

· Through the use of I am a Clever Writer framework weekly planning clearly demonstrates the progression of English writing skills being taught, as well as reinforcement of skills previously taught.

· There is strong evidence of the use of high-quality texts, films and other resources that are often directly linked to an exciting, inspirational and relevant wider curriculum.

· Children can demonstrate and discuss a progressive knowledge of the key features of writing genres and structures.

· Children are able to discuss the key skills they are learning in each lesson and how they are using them in their writing.

· To support the development of subject and genre-specific knowledge and vocabulary used in their writing, children are given the opportunity to read and explore a range of written materials linked closely with other areas of the curriculum.

· The teaching of high-quality vocabulary is prioritised across the curriculum.

· Assessment for learning drives the teaching of writing skills across the curriculum.

· Each classroom has a selection of books which are directly linked to the class topic. This offers opportunities for the children to explore different writing styles and genres in greater depth.

· Close relationships with parents are essential. Parents are able to share in their children’s progress in class assemblies, drama presentations and written home-learning projects.

· Writing progression and assessment is regularly monitored through live marking, targeted marking, half-termly key-stage moderation, whole school moderation (POBBLE) and moderation across the Trust.