Subject Lead:  Mr Luke Smith 

                                                                 Intent, Implementation & Impact Statement 

At Weeton St Michael’s, our curriculum is designed to develop children’s character, intellect, and curiosity. We have high aspirations for every child and aim to provide a broad, challenging, and engaging curriculum. By the time they leave our school, we want our children to:

• Be kind, confident, well-mannered, and thoughtful members of society who embody our Christian values.

• Be ambitious for their futures.

• Develop a love of learning.

• Respect each other regardless of race, religion, ethnicity, culture, gender, disability, or wealth.

• Be courageous advocates for the causes they believe in.

Intent

At Weeton St Michael’s Primary School, we want all children to become confident, skilled, and enthusiastic writers. We use the Ready Steady Write scheme alongside our curriculum map to ensure children experience a broad range of high-quality texts, purposeful writing opportunities, and progression across year groups.

Our aims are to:

• Guide and nurture each child on their journey to becoming a successful writer.

• Provide rich, exciting writing experiences that engage and inspire.

• Develop a wide vocabulary, secure spelling knowledge, and strong grammatical understanding.

• Enable children to write clearly and coherently for a range of audiences and purposes.

• Encourage children to take pride in presentation and develop a fluent, legible handwriting style.

• Give all children a strong foundation in phonics to support fluent writing.

• Plan a carefully sequenced curriculum that builds upon prior learning and meets the needs of every child.

Implementation

Our writing curriculum is structured around Ready Steady Write and enriched by the high-quality texts detailed in our Curriculum Map.

Each year group studies a diverse range of narratives, poetry, and non-fiction, ensuring progression in both skills and ambition.

• Handwriting: Taught three times a week across the school, with a strong emphasis on correct letter formation from the start.

• Text-led units: Each class explores a key text for several weeks, linking reading and writing to deepen understanding and empathy.

• Genres & progression: Planning ensures coverage of a wide variety of text types that are revisited and built upon across the key stages.

• Cross-curricular writing: Children apply their writing skills in foundation subjects, consolidating and transferring knowledge.

• Lesson sequence: Units include drama and spoken language, exploring text features, vocabulary practice, modelled writing, grammar teaching, independent writing, and opportunities to edit, redraft, and perform.

• Early Years: Writing is taught through play and adult interaction, focusing on phonics, pencil grip, letter formation, and early sentence writing.

• SEND support: Adapted planning, targeted interventions, and pupil passports ensure that every child is supported.

• More able pupils: Challenged with deeper tasks, opportunities for independence, and extended activities such as QR-code enrichment.

• Spelling: From Year 2 onwards, pupils follow a progressive scheme underpinned by phonics and explicit teaching of spelling patterns, word families, and etymology.

Impact

We use assessment as a natural part of teaching, linking it to each child’s next steps. Teachers assess through:

• Formative grids based on our progression map.

• Constructive feedback with clear next steps.

• Opportunities for children to respond and improve their work.

The result is that children at Weeton St Michael’s:

• Write successfully for a range of purposes and audiences.

• Show confidence in planning, drafting, editing, and refining their work.

• Develop a strong writer’s craft, manipulating language, grammar, and punctuation for effect.

• Transfer their writing skills into other subjects, showing deep understanding and independence.

By the end of Key Stage 2, our pupils are confident, creative, and resilient writers who take pride in their work and are well-prepared for the next stage of their education.

Early Years

In Early Years, writing is taught via the Early Learning Goals linked to the specific area writing. The majority of learning in this area occurs through adult intervention when the children are in continuous provision. Learning to write via letter formation and pencil grip is built into each topic of learning. 

• Write recognisable letters, most of which are correctly formed.

 

• Spell words by identifying sounds in them and representing the sounds with a letter or letters.
• Write simple phrases and sentences that can be read by others. y the end of Early Years, the children should be able to:

 

Children with Special Educational Needs and Disabilities

We adapt planning to support the individual needs of each child using pupil passports to inform adaptation. All pupils falling behind from age related expectation will receive intervention to develop writing.

 

More Able Children

We ensure that more able pupils can work independently.  We provide all children with opportunities for deeper learning e.g., via QR codes activities, pupils can continue their learning outside of lesson time. We also enable them to challenge themselves to deepen their understanding of different genres of writing

Spellings

 

From Year 2, classes follow a progressive spelling scheme. Through exploring spelling patterns and rules, we aim to create confident and proficient spellers using a discrete teaching approach underpinned by phonics.

Children are also taught to

Spell accurately and identify reasons for mis-spellings.

Proof-read their spellings

Recognise and use word origins, families and roots to build their skills

Use dictionaries and thesauruses.

Impact

Teachers use assessment as an integral part of the teaching and learning process and link it clearly to the children’s next steps.

Formative assessment grids (statements taken from progression map)

Constructive marking with ‘next steps’ and ‘modelling’ where appropriate. Teachers leave next steps in books when marking to ensure that children know exactly what they need to do next to make progress in their writing and children are encouraged to respond to this in purple pen.

The impact on our children is that they have the knowledge and skills to be able to write successfully for a purpose and audience. With the implementation of the writing sequence being established and taught in both key stages, children are becoming more confident writers and have the ability to plan, draft and edit their own work. By the end of key stage 2, children have developed a writer’s craft, they enjoy sustained writing and can manipulate language, grammar and punctuation to create effect. As all aspects of English are an integral part of the curriculum, cross curricular writing standards have also improved and skills taught in the English lesson are transferred into other subjects; this shows consolidation of skills and a deeper understanding of how and when to use specific language, grammar and punctuation.