Writing

EYFS and KS1
From Reception to Year 2, children are taught phonics and spellings, writing skills, grammar and handwriting through the Ruth Miskin programme. The scheme is beneficial in that it helps children learn to write by taking part in written lessons at a phonetically appropriate level which help children master both reading and writing skills simultaneously. Children generally develop their spelling skills much more quickly, as they are learning which letters or combinations of letters create sounds in words that they write. Through the Ruth Miskin programme, the children write every day, rehearsing out loud what they want to say, before spelling the words using the graphemes and ‘tricky’ words they know. They practise handwriting every day: sitting at a table comfortably, they learn correct letter formation and how to join letters speedily and legibly. Children’s composition (ideas, vocabulary and grammar) is developed by drawing on their own experiences and talking about the stories they read.  

KS2

Once through the Ruth Miskin scheme, Scout Road uses The Power of Reading scheme which enables us to teach literacy creatively and effectively, with high quality texts at the heart of our learning. We know that a well-chosen text provides rich language models and structures from which children can learn how writing works and the effect it can have on a reader. We choose texts that are rich in vocabulary, and enable children to comprehend beyond their own reading fluency level. In each classroom we create a reading environment that demonstrates the written word in all its forms and shares how writing can be used for thinking, for communication and as a means of expression. With a generous diet of quality texts and enriching experiences children can find their own reasons to write and develop a style that fits the purpose, audience and form intended.

At Scout Road we create opportunities for writing inspired by meaningful events and experiences in texts and real life. This provides the children with ways in to talking and writing about their own feelings, experiences and interests and, with purpose in mind, begin to think about their audience and adapt their tone accordingly. Children take part in ‘live’ modelled writing sessions where the teacher demonstrates how to craft texts with the reader in mind and how to reflect critically on their own writing. Engaging in cooperative writing allows children to be supported to develop their own ideas, skills and writing style - they will then see how to manipulate and control writing to achieve intent as a writer for purpose and effect on the reader.

Pupils will make good progress from their own personal starting points with our aim being that no child will be left behind. By the end of their time at Scout Road, our children will be able to write clearly and accurately and adapt their language and style in and for a range of contexts, purposes and audiences. They will have acquired a wide vocabulary, have a strong command of the written word and will have developed a love of writing and be well equipped for the rest of their education.

Assessment in writing is ongoing as teachers carry out in-depth assessment of children’s writing at the end of each unit, and highlight the age-related outcomes that have been achieved on our Target Tracker System. This provides an opportunity to analyse gaps in children’s knowledge and gain an overview of specific groups of children across school. This will then inform any further intervention needed to make sure every child succeeds.

The school promotes inclusion, independence and challenge for pupils with SEND through adjustments based upon individual needs; these may be to the curriculum itself or to access arrangements.  Details of these adjustments can be found in Individual Education Plans or devised by the school and sometimes with advice and guidance from external agencies. SEND have unique learning profiles and needs and teachers build expertise over time in teaching the children in their class.  For this reason, teachers are responsible for the differentiation of learning in their classes.