English
Writing at Egerton Primary School
Introduction
At Egerton Primary School, our English curriculum is fully aligned with the aims of the National Curriculum for English, which consists of four main areas:
- Spoken Language – Speaking and listening
- Reading – Word reading and comprehension
- Writing – Transcription (the mechanics of writing) and composition (the art of writing)
- Vocabulary, Grammar and Punctuation
We believe that these elements are interdependent and mutually reinforcing. Pupils learn to speak, read and write fluently, enabling them to communicate effectively, think critically and develop a lifelong love of language and literature.
Early Reading: Little Wandle
At Egerton, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, a systematic and synthetic phonics programme. We start teaching phonics in Nursery and Reception and follow the Little Wandle progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
As a result, all our children are able to tackle unfamiliar words confidently as they read. At Egerton, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
Intent
At Egerton Primary School, we aim to develop confident, creative and capable writers who can communicate effectively for a range of purposes and audiences. Through a rich, text-based curriculum, pupils are inspired by high-quality and diverse literature that reflects a range of cultures, voices and experiences.
Our intent is to ensure that all pupils:
- Develop a secure understanding of grammar, spelling and punctuation, and can apply these accurately and purposefully.
- Build a broad and ambitious vocabulary through exposure to high-quality, diverse texts and explicit teaching.
- See themselves as authors, using writing as a means of expression, communication and creativity.
- Develop stamina, resilience and pride in their written work.
- Progress systematically from early mark-making and sentence construction to crafting extended pieces across genres.
Through the use of Pathways to Write, we provide a consistent, progressive and inclusive approach that supports every child—including those with SEND and disadvantaged pupils—to become confident, independent writers. Our approach ensures adaptive teaching meets individual needs so that all pupils can access, engage with and succeed in writing.
Implementation
Writing is taught through the Pathways to Write programme, which uses high-quality, diverse and engaging texts as the foundation for learning. Each unit integrates reading and writing, ensuring pupils experience rich language models, purposeful writing opportunities and explicit teaching of grammatical structures.
- Diverse texts and authors are carefully chosen within Pathways to Write to broaden pupils’ understanding of the world and expose them to a range of voices, perspectives and cultures.
- Model texts and shared writing exemplify high-quality outcomes and support pupils in internalising language patterns.
- Grammar, punctuation and vocabulary objectives are woven into each unit and revisited systematically to support long-term retention and application.
- Pathways to Spell, which we are trialling the use of in the Autumn term, provides a structured and progressive approach to spelling, focusing on morphology, etymology and spelling rules to deepen understanding. Pathways to Spell also links directly to the Pathways to Write scheme, making lessons even more purposeful.
- Adaptive teaching strategies are embedded throughout to ensure all learners, including SEND and disadvantaged pupils, can access the full writing curriculum. This includes scaffolds, visual supports, targeted interventions, and flexible grouping to address specific learning needs.
- Writing opportunities are embedded across the curriculum, allowing pupils to apply their skills in meaningful contexts. For example, in Year 6, pupils write a Diary of a Victorian Child as part of their History learning, using historical knowledge to enrich their written expression.
- Teachers provide targeted feedback and opportunities for editing and redrafting, supporting pupils to take ownership of their writing journey.
- Progression is ensured through careful sequencing of objectives from EYFS to Year 6, with clear expectations for each year group.
Impact
Through the consistent use of Pathways to Write and Pathways to Spell, and through adaptive teaching that meets the needs of all learners, pupils at Egerton Primary School:
- Develop strong transcription and composition skills, enabling them to write fluently and accurately for a range of purposes and audiences.
- Demonstrate increasing independence in planning, drafting and editing their work.
- Use ambitious vocabulary and varied sentence structures to enhance meaning and style.
- Engage with and are inspired by a range of diverse texts and authors, developing empathy, cultural awareness and a love of literature.
- Achieve or exceed age-related expectations in writing, with progress evident from individual starting points.
- SEND and disadvantaged pupils make strong progress over time as a result of inclusive, adaptive teaching and targeted support.
- Apply their writing skills confidently in cross-curricular contexts, demonstrating depth of understanding across subjects.
- Express enjoyment, confidence and pride in their writing, understanding that writing is a powerful tool for communication and creativity.
- Leave Egerton as articulate, thoughtful writers who can apply their skills effectively in the next stage of their education and beyond.