Ethos

At Ainslie Wood, we want children to see themselves as writers with something worth saying. Our writing curriculum is designed to develop confident, creative and purposeful writers who understand that different forms of writing exist for different audiences, purposes and contexts.

Across the school, children experience a rich and carefully sequenced range of genres. These include narrative, poetry, non-chronological reports, explanation texts, instructions, persuasion, diaries, newspaper writing, communications and playscripts, with genres deliberately revisited as children progress through the school so that expectations, sophistication and independence can grow over time.

High-quality texts sit at the heart of our approach. We carefully select engaging and often challenging books, extracts and non-fiction texts that expose children to ambitious vocabulary, distinctive authorial voices and sophisticated writing techniques. These texts provide inspiration, but also allow children to explore how successful writers create particular effects before experimenting with those techniques within their own work.

Wherever possible, we also draw upon the expertise of writers working within particular genres. Rather than teaching writing simply as a checklist of features, children explore the craft behind it. When learning narrative, for example, they investigate how accomplished authors create atmosphere, develop characters, control pace and build tension. When studying journalism, they consider how journalists construct reports, select information, maintain objectivity and use quotations effectively. In this way, children begin to understand not only what a particular genre looks like, but how and why expert writers make the choices they do.

Writing is also given a genuine purpose. We avoid asking children to write simply because a particular genre needs to be covered. Wherever possible, they write for a meaningful audience or outcome, giving them a reason to consider carefully what they want their writing to achieve and how best to communicate it.

This is strengthened through our coherent curriculum. Writing frequently connects with learning taking place elsewhere in the curriculum, allowing children to draw upon rich subject knowledge and vocabulary from areas such as history, geography and science. For example, our overview connects writing with contexts ranging from Ancient Egypt and the Romans to the Middle East, space, the Anglo-Saxons and Vikings. These connections mean that children are not searching for something to say: they are increasingly able to concentrate on how to say it effectively.

Ultimately, our aim is to nurture children who understand that writing is a craft: something that can be explored, practised, refined and enjoyed. We want every child to leave Ainslie Wood with the confidence, knowledge and enthusiasm to adapt their writing for different purposes and to make deliberate choices as an author.

Handwriting

At Ainslie Wood, we place a high value on developing handwriting that is fluent, legible and consistent. We want every child to be able to communicate their ideas clearly, take pride in their work and develop the confidence and automaticity needed to write efficiently across the curriculum.

Our approach is progressive from Nursery to Year 6. In Reception and Year 1, children follow the Little Wandle Handwriting programme, developing secure foundations in correct letter formation, pencil control and early writing. From Year 2 onwards, pupils build on these foundations through the school’s agreed handwriting progression, developing a fluent, joined style with increasing consistency, speed and automaticity.

Handwriting is taught explicitly through discrete lessons and reinforced through daily writing opportunities across the curriculum. In Years 5 and 6, pupils refine their handwriting through weekly refreshers, with a continued focus on fluency, legibility and automaticity in all areas of their learning. All adults model the school’s agreed handwriting style consistently so that pupils experience the same expectations across classrooms and subjects.

We recognise that some pupils may require additional support. Where appropriate, teachers provide targeted practice, revisit letter formation, posture and pencil grip, and adapt resources to meet individual needs. Reasonable adjustments, including clear non-joined print, adapted equipment or alternative methods of recording, may also be used where handwriting difficulties significantly affect a pupil’s ability to demonstrate their learning.

Spellings

At Ainslie Wood, we believe that spelling is best developed when children understand patterns, rules and relationships between words, and are given meaningful opportunities to apply this knowledge within their writing.

From EYFS to Year 2, spelling is taught as part of our systematic phonics provision through the Little Wandle Letters and Sounds Revised programme. Children build their understanding of the relationship between sounds and letters, developing the foundations they need to become confident readers and writers.

From Year 3 to Year 6, teachers use Shakespeare and More to identify the spelling rules, patterns and letter chains appropriate for each year group. These are taught explicitly and revisited regularly so that children develop an increasingly secure understanding of how words are constructed and how spelling conventions can be applied.

Rather than sending home weekly lists of spellings to memorise, we place a strong emphasis on application. Teachers actively look for opportunities for children to use and revisit the spelling rules and patterns they have learned within their independent writing across the curriculum. This helps children to see spelling as an integral part of becoming an effective writer, rather than as an isolated exercise.

We do not use weekly spelling tests. Instead, teachers assess spelling continuously through children’s written work, identifying patterns of strength and areas that may need further teaching, practice or reinforcement. Our aim is for children to become increasingly independent spellers who can draw upon their phonics knowledge, understanding of spelling conventions and awareness of word structure whenever they write.

Oracy

At Ainslie Wood, we believe that every child has a voice and should have regular opportunities to use it.

Oracy is a vital part of the writing process. Before writing, pupils are encouraged to discuss ideas, rehearse language, explain their thinking and listen to the views of others. This collaborative approach helps children to organise their ideas, develop vocabulary and build confidence before committing their thoughts to paper.

Through purposeful talk, we create classrooms in which children feel safe to contribute, challenge ideas respectfully and learn from one another. This reflects our commitment to belonging and inclusion, ensuring that all pupils are supported to take part and be heard.