Writing at Mab Lane

At Mab Lane, our writing provision is based upon the Read to Write programme.

Read to Write is a high-quality programme which covers the teaching of writing through children’s high-quality literature (Vehicle Texts). The units of work centre on engaging, vocabulary-rich texts, with a wealth of writing opportunities.   

Read to Write is the evidence-based teaching of writing. The units have been carefully mapped out so the entire statutory curriculum for writing is covered for each year group. They also enable us to draw upon the wider curriculum, which supports our children to build a richer schema.

Literacy Counts has drawn upon a range of current assessment information, including statutory National Curriculum requirements and research to build a progression of skills which staff use to assess and plan.

Children are taught explicitly how to edit and re-draft writing. They write for a range of purposes and publish their work in a variety of formats. 

Intent:

At Mab Lane, we aim to teach children to write with confidence and to equip them with the skills they need to succeed in the classroom and beyond. We know that fluency in literacy translates in to almost all other areas of the curriculum, and being a proficient writer gives pupils a voice so that they may participate fully as a member of society. Children follow a progressive writing curriculum that at all times is driven by engagement with and understanding of high quality vehicle texts. Our approach is underpinned by an understanding of the intrinsic link between reading and writing. Fostering this link ensures children develop the ability to write with clarity, structure and purpose, ensuring they are prepared for the next step of their educational journey - and life beyond the classroom. 

Implementation: 

Our 'Ready, Steady, Write' approach empowers teachers to focus on the high-quality teaching of writing through children’s high-quality literature. The units of work focus on engaging, vocabulary-rich texts, with a wealth of writing opportunities.

• Sentence accuracy work is completed weekly in Key Stage One and daily in Key Stage Two, with a firm focus on accuracy of spelling, punctuation and letter formation.
• Texts are chosen carefully to challenge, whilst reflecting age and interest.
• A four step process is followed on writing journeys: Immerse, Analyse, Plan and Write.
• Vocabulary, grammar and punctuation is discussed and taught primarily through the class text, but also in discrete lessons.
• The whole school overview of skills and purposes for writing supports progression of writing skills.

Impact:

• Evidence through pupil voice and outcomes in books will show that children can articulate and demonstrate their application of knowledge and skills.
• Regular book looks reflect the use of personalised feedback at different points of independent writing and children’s growing ability to apply metacognitive skills.
• Children will be able to transfer their writing skills to other areas of the curriculum.
• Teachers will be able to confidently discuss the coverage of objectives throughout the year.
• Staff will be able to discuss the purpose for each lesson and each stage of the four-step process in relation to children’s learning.
• Effective assessment, moderation and monitoring systems will help inform teaching and learning.
• High quality teaching, adaptive teaching methods and same day interventions will help raise standards for all pupils.