Focus on English

Writing at Hope Brook

At Hope Brook C of E Primary School, we provide a high-quality education in English to enable pupils to speak and write fluently so that they can communicate their ideas and emotions to others, in line with the National Curriculum. We believe that writing is a powerful tool for communication, creativity and self-expression. Our intention is to develop confident, imaginative and articulate writers who can share their ideas with clarity and purpose. Through consistent practice and positive encouragement, we strive to empower every child to see themselves as a writer.

 

Developing talk is a component part to becoming a successful writer

Children’s first encounters with language are through talk; human brains are naturally wired to speak. We understand that strong interactions with adults not only develop children’s speech but through exposure to stories and talk, children develop their spoken language. Talk itself can help pupils to build their understanding of written language and how sentences are formed (The Writing Framework 2025).

From the children’s first introduction into Nursery and Reception, collaborative talk between pupils and teachers is an integral part of our day. This continues up through the school where paired talk and feedback are a component part of planning and developing writing. 

Writing composition relies on language, so it is important to help children develop their communication and language skills, including the ability to speak in full sentences and to orally compose what they want to write.

Motivating the writing process

At Hope Brook, we understand that having a broad reading repertoire is a great motivator for creating good writers. Research suggests that the quality of narrative and descriptive writing is better for pupils who read more; essentially children want to write the kinds of texts they enjoy reading. With this in mind, we have developed a two-year rolling programme, which is driven by good quality texts (see below).

In Barn Owls’ Class, pupils are motivated by pictures and stories provided through Drawing Club, which is a special programme for early writers. This feeds into a programme called Curious Quests in Key Stage 1, which again is driven through the power of texts. In Key Stage 2, pupils are taught to discuss and draw on good quality texts as part of their writing (however, these are separate from the books the children read for pleasure in class). These texts are sought through those promoted through The Literacy Shed and The Literacy Tree.

Throughout the year, we recognise that writing is a challenging process, and we focus on creating an environment where children can become successful writers. We support the development of their communication and language skills, including speaking in full sentences and orally composing what they want to write. Completing a demanding task like writing instils a sense of pride in our pupils and contributes to their overall well-being.

Transcription (Handwriting and Spelling)

Through the effective teaching of phonics through the Unlocking Letters and Sounds (ULS) programme, children are taught, not only to decode sounds and words, but also how to spell and form letters and words. In EYFS, children are given plenty of opportunities to practise handwriting and spelling. The ULS handwriting programme continues into Key Stage 1 together with the introduction of Spelling Frame, which enables pupils to practise taught spelling patterns. In Key Stage 2, spelling patterns are taught discretely alongside practise through the Spelling Frame programme. A focus on letter formation also continues through the ULS programme. Sentences are dictated to pupils through regular spelling tests.

At Hope Brook, we understand that in order for pupils to become proficient writers, their transcription skills need to be secure. Fluency in transcription frees up working memory to focus on composing writing.

Supporting children with the physical demands of handwriting

At Hope Brook C of E School, we understand handwriting can be physically demanding for children and this can impact later on writing stamina. Starting with EYFS, pupils are taught to:

 

• Sit comfortably (feet on the floor, bottom to the back of the chair, pencil in one hand and the other hand on the table).
• Hold the pencil accurately (see resource below).
• Form letters accurately through explicit teaching.
• Interventions are provided to focus on the development of fine and gross motor skills for those children who require it.
• Focus on core strength stability, balance and spatial awareness through explicit Gymnastics and Yoga Dance teaching in EYFS and Key Stage 1.

 

 

Sentence Structure

In EYFS children are given plenty of opportunities to practise handwriting and spelling with a focus on dictated sentences and to develop oral composition. Oral composition continues into Key Stage 1 with progression into construction of sentences. In Key Stage 2, accurate sentence structure is achieved through reading stories, talking to the pupils, re-phrasing what children have said and providing models of appropriate sentence structure (provided through resources such as, The Literacy Shed, The Literacy Tree and Ninja Spag).

The sentence structure is achieved through a step by step process beginning in the early stages of a subject and a verb before moving on to creating more complicated multi-clause sentences in Key Stage 2. A growing consensus from research and practice in schools indicates that the best way to teach pupils to write is by teaching them to master sentences (The Writing Framework, July 2025).

Inclusion

Inclusion in writing at Hope Brook means ensuring that every child, regardless of ability, background, or learning need, can fully participate in and enjoy the process of writing. It involves creating supportive and flexible learning environments where all pupils can express their ideas, develop their skills and experience success as writers. Teachers use a range of strategies, such as scaffolding, assistive technology, visual supports, and differentiated tasks - to remove barriers and meet individual needs. Inclusive writing at Hope Brook values every child’s voice, celebrates diversity, and recognises progress in many forms, helping all learners to build confidence, creativity and a sense of belonging as developing writers.

• Choice in how to write: Children can express ideas through pictures, dictation, typing, or using sentence starters.
• Scaffolded writing tasks: Word banks, writing frames, and planning templates support developing writers.
• Collaborative writing and peer support foster inclusion - students learn from one another.
• Assistive technology: Tools like speech-to-text, spell checkers or word prediction software help struggling writers.

Becoming a proficient writer is essential because it enables children to communicate their thoughts clearly, think critically and express themselves creatively. We recognise strong writing skills support success across all subjects, boosts confidence and self-esteem and provides a foundation for lifelong learning and effective communication in everyday life.

Reading at Hope Brook

At Hope Brook, we are passionate about nurturing confident, fluent readers who develop a lifelong love of reading. Following on from our Early Reading programme, in Key Stage 2, reading continues to be a central focus. Our reading provision is designed to ensure every child becomes a fluent, confident reader through expert teaching and timely intervention. We cultivate a love of reading by exposing pupils to a wide range of engaging, inclusive literature. We focus on developing comprehension, vocabulary and critical thinking through structured lessons and meaningful dialogue. Our aim is for every child to leave primary school - not just able to read - but choosing to read, and thriving because of it.

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Approaches to reading are as follows:

Whole Class Reading:

Whole class reading at Hope Brook means the whole class share the experience of a text. The children read, discuss and answer questions based on the one text. It is often these texts that are used as our models for writing.

Guided Reading:

During guided reading, the children are grouped according to their reading ability so that teaching can be closely matched to their specific needs. The groups are usually about 5/6 children and the session is led by an adult member of the teaching team. The main foci of these sessions are reading fluency, comprehension and building children’s confidence with reading.

The skills taught in these guided reading sessions at Hope Brook typically includes several key areas:

1. Decoding and Word Recognition – Supporting children in using phonics and other strategies to read unfamiliar words accurately and fluently.
2. Fluency and Expression – Encouraging smooth, paced reading with appropriate phrasing and intonation to enhance understanding.
3. Vocabulary Development – Exploring new or challenging words within the text to deepen children’s language knowledge and comprehension.
4. Comprehension Skills – Focusing on understanding the literal meaning of the text, making inferences and identifying key themes or ideas.
5. Prediction and Inference – Helping pupils use clues in the text to anticipate what might happen next or interpret characters’ motives and feelings.
6. Text Structure and Features – Teaching children to recognise how texts are organised (e.g. paragraphs, headings, dialogue) and how different genres use different conventions.
7. Discussion and Response – Providing opportunities for pupils to share opinions, justify their thinking and engage critically with the text.

Independent Reading:

Our children are given independent reading opportunities every day. During this time, children experience a wide range of reading opportunities. They have opportunities to read fiction and non-fiction books, newspapers, magazines, poetry and plays. They might be reading the book used for their guided reading sessions or they might be reading a book chosen from the class library.

Reading Journals:

The children at Hope Brook record their reading experiences in a reading journal. The purpose of our reading journals is to:

·       Log the amount of reading being completed

·       Log the range of materials being read

·       Monitor our progress in reading

·       Record any learning related to our reading books

 

Strong reading skills support success in every subject, from science to maths, because understanding written instructions and information is key. At Hope Brook C of E Primary School we see reading as the cornerstone of education — it opens the door to lifelong learning and personal growth