Writing Subject Statement

 

Perseverance – We recognise that writing is something that children can find onerous and tricky.  We teach children to recognise that all writers plan, draft and edit and this perseverance, within the writing process, is essential to the creation of literature, plays, films, music and non-fiction texts; the wealth of which we all enjoy.  We encourage resilience, perseverance and an acceptance that mistakes are an important part of learning.

Ambition – We want all children to see themselves as writers and to celebrate their writing.  We hold high expectations for the content and presentation of our written work so that it demonstrates the best of our thoughts, opinions and knowledge.

Curiosity – We spark the interests of our children through a diverse and interesting range of texts, through which they experience differing genres, voices and intentions.  We explore the purpose and effect of writings and illustrations, intrigued by  both personal and group response. We model curiosity at every level, from the etymology of a single word to the authorial intent within a text.

Kindness – The texts utilised throughout our writing curriculum allow children to develop both an understanding of different worlds and the people within, as well as empathy for others’ journeys.  This is reflected within the writing tasks that children undertake. We teach our children to write in an inclusive manner, with high aspirations for all our learners, using a variety of shared, guided and modelled writing experiences.

 

Curriculum Intent

At St John’s Primary School, our intent is to develop confident, capable and creative writers who can communicate effectively for a wide range of purposes and audiences. Writing is a fundamental skill that enables children to express themselves, deepen their thinking and engage fully with the curriculum.

Our writing curriculum aims to ensure that all pupils:

• Become skilled, fluent writers who can plan, draft, revise and publish their work with increasing independence.
• Develop a strong command of grammar, punctuation, spelling and handwriting, enabling them to write with accuracy and clarity.
• Are inspired by high‑quality literature, using rich vocabulary, varied sentence structures and imaginative ideas in their own writing.
• Understand how writing changes depending on purpose, audience and form, and can apply this knowledge across subjects.
• Build resilience, pride and enjoyment in writing, seeing themselves as authors with something valuable to say.
• Make strong progress from their starting points, with equity and inclusion at the heart of our approach.

We believe that writing flourishes when children are immersed in meaningful texts, purposeful contexts and a culture that celebrates creativity and high expectations.

 

Curriculum Implementation

Writing at St John’s is taught through a consistent, research‑informed approach, with The Power of Reading (CLPE) providing the core structure for high‑quality teaching and learning.

Power of Reading (CLPE) as the Foundation

• Teachers use Power of Reading texts and teaching sequences to immerse children in rich, diverse and challenging literature.
• Units include drama, discussion, vocabulary exploration and modelled writing, enabling children to develop deep understanding before writing.
• Children write in a wide range of genres inspired by the core texts, including narrative, poetry, persuasive writing, explanation, recounts and more.

Explicit Teaching of Writing Skills

• Grammar, punctuation and spelling are taught both discretely and within meaningful writing contexts, ensuring children understand how to apply skills purposefully.
• Spelling is supported through a structured progression aligned with the National Curriculum.
• Handwriting is taught regularly to ensure fluency, legibility and pride in presentation.

Writing Across the Curriculum

• Writing is embedded in all subjects, giving children opportunities to apply and deepen their skills in real and purposeful ways.
• Examples include:
  • Scientific explanations and reports
  • Historical recounts and diary entries
  • Geographical information texts
  • Religious reflections and responses
  • Mathematical reasoning and written problem‑solving
• Teachers model subject‑specific vocabulary and writing structures to support disciplinary literacy.

Digital Literacy and Writing

• Digital literacy is embedded across the writing curriculum to ensure pupils can communicate effectively in a modern, digital world.
• Children learn to draft, edit and publish writing using digital tools, developing confidence with word processing, layout, and presentation.
• Pupils are taught how writing changes across digital platforms — for example, creating blogs, presentations, emails or multimedia texts — and how to adapt tone, structure and language accordingly.
• Online research skills are explicitly taught, including how to evaluate sources, gather information safely, and use digital content responsibly.
• E‑safety principles underpin all digital writing activities, ensuring children understand how to communicate respectfully and protect their personal information online.

Planning, Drafting and Editing

• Children are taught to plan, draft, revise and edit their writing, with increasing independence as they move through the school.
• Teachers model the writing process, demonstrating how writers make choices and improve their work.
• Peer and self‑assessment are used to develop reflective, resilient writers.

Inclusion and Support

• Targeted interventions support pupils who need additional help with spelling, handwriting, grammar or composition.
• Scaffolds, writing frames, vocabulary banks and oral rehearsal are used to support SEND and EAL learners.
• High expectations are maintained for all pupils, with adaptations made to ensure access and success.

 

Curriculum Impact

The impact of our writing curriculum is seen in pupils who:

• Write with confidence, accuracy and creativity, demonstrating secure understanding of grammar, punctuation and spelling.
• Produce writing that is well‑structured, purposeful and suited to audience and genre.
• Use a rich and ambitious vocabulary, influenced by high‑quality literature.
• Show resilience and pride in their work, understanding that writing is a process that improves through drafting and editing.
• Apply their writing skills effectively across the curriculum, enhancing learning in all subjects.
• Make strong progress from their starting points, with disadvantaged and SEND pupils supported to achieve well.

 

We measure impact through:

• Regular formative assessment and teacher feedback;
• Moderation of writing across year groups;
• Termly summative assessments;
• Pupil voice discussions about attitudes to writing;
• Book looks to evaluate progress, consistency and quality;
• Monitoring of writing across the wider curriculum.

Ultimately, our aim is that every child at St John’s leaves primary school as a confident, articulate writer who can express themselves with clarity, imagination and purpose, ready for the demands of secondary education and the wider world.