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Springfield Academy

Together we can enjoy, believe, achieve


Our Approach (Intent)

At Springfield, we teach Writing so that our children:


  • Engage with their writing.
  • Are equipped with the necessary experiences and knowledge with which to draw upon when being asked to write.
  • Learn to write in a range of genres.
  • Can adapt their writing for a range of purposes.
  • Apply a range of writing skills and techniques to their writing.



It is our intention that our children are provided with many opportunities to develop and apply their writing skills across the curriculum.


Where does the writing journey start at Springfield?

In the Early Years, children at Springfield engage in writing and mark making activities in adult led carpet sessions and continuous provision. Our Early Years environment, both indoors and out, displays many links to Literacy, reflecting its status and importance across all areas of learning, and reflecting the interdependent nature of the four aspects of language development: speaking, listening, reading and writing.
As writing develops, we understand that our children may write purely for themselves before becoming more confident to write for others. We provide well stocked writing areas with a wide range of materials and media for writing, including appropriate technology to engage in wider forms of writing.

Writing is incorporated into our curriculum – the children present their learning of curriculum knowledge through a variety of writing tasks and genres.


We focus on creating a language rich environment, enriching vocabulary, understanding what words mean and how and why language is used.


The first stage of Writing begins with planning an engaging curriculum experience.



Drama/role play/re-enactments/simulations
'Adam Pepper days'
Outdoor lessons
Discovery/exploration activities
Making/doing in D&T/science/art/music
Virtual visits via VR kits



(Vocabulary, Engagement and Knowledge)

features heavily in our Writing curriculum.

 This creative teaching approach builds imagination and gives time for oral interaction and rehearsal. Writing tasks then come directly from the experience, so that the children can engage with what they are writing about and do not write from ‘nothing’.

Vocabulary and language is made explicit during the experience and made clearly visible on classroom displays in order that the children can use it in their writing. 




A range of writing genres are covered throughout the curriculum themes.

The aim is to improve standards and enjoyment in writing for our children by:


-‘hooking them in’ the curriculum theme
-providing them with experiences as close as we can to ones that they do not have access to
-broadening their curriculum knowledge
-introducing new vocabulary and providing opportunities for them to enrich their language 

Writing composition skills are taught in our Core Skills sessions as an integral part of presenting the learning of curriculum knowledge.

Teaching of phonics, handwriting, grammar and spelling embedded in context during the writing task.



We follow the writing objectives and Key Performance Indicators that have been agreed by the Trust’s English network team.





Related example texts are drawn on to model to the children the expectations for the Writing task.


We prioritise Reading at Springfield, since we know that children who explore, discuss and hear a range of high quality texts read to them are better able to reflect on the effects on the reader created by the writer.

We read aloud to the children every day to help the children to hear the patterns and types of language used for different forms and purposes of writing, to understand different levels of formality appropriate to the intended audience and to teach them about the language and grammar structures appropriate for different audiences, purposes and styles of writing.

Teachers model the writing process throughout the task. They demonstrate the act of writing and write alongside children, articulating the thought process they are going through and strategies they draw on to articulate ideas and ways to overcome difficulties faced.
They demonstrate to  the children how to ‘craft’ texts with the reader in mind and how to reflect critically on their own writing.

In this way, the children see how to manipulate and control their writing to achieve the intent as a writer.

How do we assess the progress the children are making?

Feedback has become an integral part of our teaching and is given as the children work on their tasks.


Teaching staff highlight the learning objective and writes an effort grade on each child’s work, explaining the reason for their decision before the children leave the Core Skills writing session.

Pupil/Teacher Conferences



Every half term as part of Core Skills
Each child - Writing and Maths
Targets are specific and relate to what the child needs to do to improve.

 Half termly data drops...



Teachers assess against Writing objectives and KPIs devised and agreed by the Trust’s English network team, which are implemented into OTrack.

The Progression of Writing Skills at Springfield















What's been the impact?


Our primary focus has been on raising engagement and  standards in writing composition. We are seeing increased engagement in writing following experiences and  across the school, the children are producing writing for a range of contexts, purposes and audiences. Spelling is improving and discreet GPS lessons linked to the weekly genre are being taught in Basic Skills sessions.


Our pupils are learning to acquire a wide vocabulary and are showing a higher standard of presentation in their Learning Journeys.