Our Inquiry-Based Projects provide the context for the development of spoken and written language at St. Ebbe’s. With philosophical concepts underpinning our projects, children speak and write about subject content and people that matter to them, with a view to published pieces being presented at end-of-project Learning Exhibitions.

Writing Policy

Writing long term plan

The National Curriculum lays out the requirements for the teaching of writing, outlined in these documents by Julie Sargent of InnovatEducation.

Fiction Progression

Non-fiction progression

Poetry Progression

Spelling

At St Ebbe’s, we want all children to have the tools to communicate their learning and ideas clearly through writing; mastering spelling is a key part of this.

For most children, the ability to spell enables pupils to become more effective writers. When spelling becomes more automatic, more time and energy can be put into creativity and purpose for writing. We have high expectations of children when applying spelling knowledge in their writing and explicitly teach a range of strategies for children to become independent spellers using the Read, Write, Inc. scheme of work.

However, we are very careful not to let spelling get in the way of creative writing, especially for children for whom spelling is challenging or there is an underlying need such as dyslexia. Often children will need the opportunity to write freely in order to express their ideas before focusing on spelling. This can be done at the ‘Proof-reading’ stage of writing.

Spelling Policy

Grammar and Punctuation

This guide outlines the expectations and progression in teaching of grammar and punctuation in line with the National Curriculum.

Handwriting

At St. Ebbe’s we use the letter formations suggested by Debbie Hepplewhite as we have found these to lead to earlier fluidity and they closely align with our Phonics Scheme, Read, Write, Inc.