At Liskeard Hillfort Primary School, writing is a crucial part of our curriculum. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across the curriculum. 

Our intention is for pupils to be able to plan, revise and evaluate their writing. To be able to do this effectively, pupils will focus on developing effective transcription and effective composition. They will also develop an awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. We also intend for pupils to leave school being able to use fluent, legible and speedy handwriting.


  • At Liskeard Hillfort Primary School, we use ‘Talk for Writing’ from EYFS to Y6 as the vehicle for teaching writing.  This is to ensure a consistent and systematic approach to teaching the skills of writing across all cohorts.  This also means that children know what to expect when they change classes. 
  • Early writing is taught through early mark making, then when the children begin RWI phonics they are taught the letter formations. This begins with writing (whether with a writing tool or in the air) cvc words, moving onto short sentences using the sounds they have been taught.  The children also learn to remember and write stories using the Talk for Writing approach.  They are encouraged to write independently in continuous provision.
  • This process continues into Year 1, where children are encouraged to use the sounds they have been taught.   They have access to RWI sound mats, when they are writing, whether this is with the teacher, in continuous provision or independently. 
  • Writing from year 1 to year 6. Teachers use the cold task before they begin the new Talk for writing text.  They use this to assess the areas that their children will need to be specifically taught, even if this means tracking back to objectives from previous years, in grammar and text type.
  • After the teaching of a unit, teachers assess the hot write (independent writing) at the end of the unit and compare this to the cold task.  Interventions on specific areas of weakness, happens during feedback in lessons.   
  • Teachers use the Babcock moderation materials to assess writing.  It is expected that teachers will moderate across year groups and cross-phases in time for data drops during the year.
  • We also use Talk for Writing, as there is a focus on vocabulary and we are aware that the vocabulary deficit that most of our children have, needs to be addressed as a priority.  In order to do this, to support the teaching of new and adventurous vocabulary, all year groups have access to and make full use of the books that are in Pie Corbett’s ‘Page Turners’ and ‘Reading Spine’ reading lists.  This ensures that all children are regularly read to in class and high quality texts are used.
  • As we are aware that spelling is a cause for concern in our school, we have introduced the RWI spelling programme so that there is continuity from the RWI phonics.  Children who have progressed from RWI phonics are then assessed and grouped by ability for spelling. There is an expectation that teachers track back to ensure that any gaps in knowledge are addressed. Lower KS2 classes also have the RWI sound mats and the same word mat that children in Year 2 have access to in their classroom. Again, this ensures consistency of resources that children are familiar with.
  • Grammar is taught through the model text, but also through discrete lessons.  We have the Schofield and Sims grammar books to provide teachers with a usable resource that explains the terminology; this also supports teachers’ subject knowledge in this area.
  • There is an expectation that all teachers use of grammar is accurate.  To ensure progression in grammar skills, all teachers have been given a progression of grammar document, on which they highlight the grammar skills that have been taught.  Any areas of weakness that are identified as a result of independent writing or the hot or cold tasks, are taught as part of the modelled text, or the grammar starters. Again, teachers are expected to track back to previous years objectives, if this is appropriate.
  • Writing across the curriculum is taught by showing the children what a good one looks like, before then identifying the features in the specific text type that is needed e.g. an information text about their learning in history.  The children then use this knowledge as a scaffold to write about their learning, as they are familiar with the text type and style of writing needed for that genre.


The Writing curriculum is evaluated through

  • Regular checks on the correct writing process being taught, along with the quality of writing in English and curriculum books is evaluated by learning walks, drop ins, pupil conferencing and work scrutinies.
  • Summative assessment occurs using the Babcock assessment materials and moderating across year groups.  These are carried out 3 times a year, unless the teacher wishes to moderate with the English lead more frequently.  The analysis of this used to identify areas of development and any children who are not making expected progress.
  • KS1 and KS2 outcomes have been moderated by external moderators – both in 2018.  For KS1 the outcome was ‘S’ where the Local Authority Moderator agreed with the Teacher Assessment judgements.  In KS2 the moderator agreed with judgements in full, offering an ‘IR’ verdict.  The moderator identified that across “a range of genres” the “writing was of a high standard and the school’s storytelling approach has clearly had a positive impact on children’s vocabulary and technique”.  This has led to children having “strong writing stamina” where they can “sustain the quality when writing at length”.

Performance data


2019 All pupils ELG                  (84%)         National (74%)   

Disadvantaged ELG                  (81.25%)


2018  All pupils school             (81%)               National (78%)

Disadvantaged school              (65%)     

2019 All pupils school               (87%)               National (78%)

Disadvantaged school               (65%) 


2018  All pupils school             (81%)               National (78%) Disadvantaged school              (65%)     

2019 All pupils school               (87%)               National (78%)

Disadvantaged school               (65%) 

Greater Depth

2018  All pupils school             (25%)               National (20%)

Disadvantaged school              (6%)     

2019 All pupils school               (31%)               National (%)

Disadvantaged school               (29%) 


There is an improving trend for overall Writing attainment at the end of Key Stage 2 and it is now 9 % above national.