The development of English is fundamental in all areas of the curriculum and therefore is given high priority. The four interdependent language modes are: Speaking and Listening, Reading, and Writing (including Handwriting and Spelling). 

A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. In English, we follow Jane Considine’s ‘The Write Stuff Approach’. The Write Stuff is based on two guiding principles: teaching sequences that slide between experience days and sentence-stacking lessons. With modelling at the heart, the sentence stacking lessons are broken into bite-sized learning chunks and taught under the structural framework of The Writing Rainbow. Teachers prepare children for writing by modelling the ideas, grammar or techniques of writing. This approach makes sure that all of our children are exposed to high-quality texts that stimulate quality responses to reading, high-quality writing and purposeful speaking and listening opportunities. 

Key benefits of The Write Stuff Approach: 

• Pupils understand how to apply sentence scaffolds to their independent writing as they develop their expertise 

• Standards improve because many worked examples are provided over the year that extend understanding through a wide range of genres and non-fiction text types 

• Children have a clear view of what high-quality writing looks like their learning is structured clearly and misconceptions dealt with 

• Pupils know how to improve their writing and make it more focused, and actionable feedback is provided to guide their learning 

Speaking and Listening 

Spoken language underpins the quality and variety of language that pupils hear and speak. It is vital for developing pupils’ vocabulary and grammar and their understanding of reading and writing. As a school, we will ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Children are given opportunities to explore their thinking skills through discussion, debate, drama and role-play. In order to do this, the basic skills have to be mastered and the practice of them must be consistent, progressive and well-balanced in line with the National Curriculum. 

Writing 

We aim to make children competent, confident writers; to enable them to use the written word to communicate effectively. Opportunities for writing occur throughout the curriculum, as well as specific English lessons and the children are taught many different genres. For example: lists, stories, diaries, dialogues and accounts. In this way, they begin to understand that writing takes different forms for different purposes. We actively seek to provide opportunities for outside visitors to visit our school to stimulate and enthuse our learners in the writing process. 

Children are expected to use fluent and legible handwriting in every lesson, with additional handwriting interventions in place for those children who need them. 

Grammar, Punctuation and Spelling 

There are many different spelling strategies that we teach children to help them decode spellings effectively.  Spellings are also used to enhance children’s vocabulary and the children are encouraged to use these newly found words in their everyday writing.  Each week children are given weekly spellings to learn at home to investigate spelling rules. In Key Stage 2, children have punctuation and grammar incorporated into their daily as part of ‘The Write Stuff Approach’ as well as bespoke Grammar sessions in Literacy. 

Handwriting

Handwriting is an integral part of writing from EYFS to Key Stage 2. The National Curriculum states 'Writing... depends on fluent, legible and, eventually, speedy handwriting.'. To support the children with their handwriting, Potton Primary School uses the Penpals for Handwriting scheme. Penpals is a complete handwriting scheme for 3- to 11-year olds. Using Penpals ensures a coherent whole-school approach to driving up handwriting standards.

Rationale

• A flexible, fluent and legible handwriting style empowers children to write with confidence and creativity.

• Handwriting should be skilfully taught with a careful progression.

• Handwriting should be practised both discretely and in the context of other learning.

• Associating handwriting movement with visual letter patterns and aural phonemes will help children learn to spell.

• It is important that all staff follow the scheme for consistency.

Five Developmental Stages
Penpals leads children through five distinct stages:

1.Physical preparation for handwriting
(Foundation / 3–5 years)

2.Securing correct letter formation
(Key Stage 1/5–6 years)

3.Beginning to join
(Key Stage 1/6–7 years)

4.Securing the joins
(Lower Key Stage 2/7–9 years)

5.Speed, fluency and developing a personal style
(Upper Key Stage 2, 9–11 years)

More information on Penpals for Handwriting can be found in the download section below.