Please also see our Intent-Implementation-Impact statement for Writing and all subjects which can be found under the Curriculum tab in 'Curriculum Statements'

At Hayfield Cross we aim to develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for children, understanding the language will provide access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects. Pupils will take part in a daily English lesson which focuses on aspects of Narrative, Non-Fiction and Poetry. Writing is actively encouraged from an early age and handwriting a focus in each year group. 

We aim to always write for a purpose – to entertain, to inform, to persuade or to discuss. Our English lessons focus on ensuring that pupils always have an end result for each unit of writing. 

Shared and modelled writing, takes place within English lessons. This allows the teacher to demonstrate good writing practice to the children while using their ideas. Teachers ensure that the writing demonstrated shows high expectations and covers the success criteria they would expect to see in the children’s writing.

‘Talk for Writing’ is used successfully across Reception and Year 1 to help children to gather ideas and structure their writing. Progressing on from this in Year 2-6 the children follow a ‘sentence stacking approach’ using the model of The Write Stuff. This encourages the children to learn the skills and apply them to their own writing context.

Children are expected to write frequently in a range of forms. This may be responses to a text, completing text feature grids, short writing tasks such as writing as a character or writing a whole story or report as a police officer.

To help children realise their full potential and maintain high expectations in every piece of writing, the children are challenged to complete a list of writing expectations to be met every session and ensure that all previous learning is built upon.  Any children that need extra support to achieve these expectations will have strategies in place with their class teacher.