Writing at Heyes Lane Primary School

Our Vision

Our vision for English is that children leave Heyes Lane with the confidence and skills to communicate successfully with others. 

Our English lessons provide children with creative opportunities to apply their reading and writing skills. Teachers make imaginative and motivating connections to wider themes, which empower children to apply their subject knowledge and express themselves with confidence.

Inspiring and engaging hooks are used to bring reading and writing to life. Trips, visitors, teachers in role and special curriculum days immerse children in their learning, broaden their subject knowledge and provide them with rich, varied and unique experiences. The children’s writing skills are showcased and form an integral part of outcomes such as: persuading parents to stop buying palm oil products; opening a healthy café for parents; hosting a VE day party; or running a NASA convention.

Quality texts are used to teach reading and writing. These are carefully chosen to support the acquisition of subject knowledge across the curriculum as well as to develop the core reading, writing and speaking skills. Dedicated ‘Grammar Time’ is given to teaching core skills but this is always within the context of the current theme, genre or text. This provides a purpose to learning core grammatical skills and the opportunity to apply these within engaging and immersive writing tasks.

Curriculum Content

English lessons contain three interlinking sections: reading (including phonics); reading into writing; and writing. In addition to this, our children are active learners, who know how to practise their core reading and writing skills in other contexts. This consolidation leads to fluency and a secure knowledge of skills that are then applied with confidence to independent writing. 


During the reading part of the lesson, the children explore well-chosen class novels, extracts and model texts ‘as a reader’ to improve their reading skills in different ways. They develop: the skills to sound and blend words; knowledge of common exception words; the skills to retrieve and record facts; an ability to explore vocabulary within the context of a range of texts; and the skills to infer and support inferences with evidence. Texts are linked to wider themes and broaden the children’s knowledge of vocabulary. A love of reading is extended beyond English lessons: our teachers enjoy reading to their classes and the children continue reading for pleasure at home, developing a life-long love of reading.


Reading into Writing

In this part of the lesson, the children explore class texts ‘as a writer’. They investigate grammatical structures and practise sentence types within the context of reading and their wider theme. Through guided grammar work, the children are able to collaborate to rehearse sentences and collect ideas for the writing part of the lesson. They are empowered by gaining a secure understanding of grammar, punctuation and spelling and are then able to apply these skills independently.


The writing part of the lesson provides children with the opportunity to apply their grammatical skills and communicate their ideas, knowledge and understanding of wider themes and subjects. This part of the lesson builds towards an outcome with a clear purpose and audience. We use talk for writing and drama skills to plan, rehearse and gather ideas. The children then produce a first draft and are given feedback from the teacher or their peers. They are then given the opportunity to edit and improve their writing. Their final step is to take pride in presenting a published piece.

Progression and Outcome

Our English lessons and sequences of learning are engaging, enjoyable and lead to learning that is remembered and lasts. This empowers our pupils to have the confidence and skills to communicate successfully with others.

Children develop a secure knowledge of core skills that they can apply to both their reading and their writing:

  • they are active readers who enjoy reading widely and frequently, outside of as well as in school
  • they have an enjoyment and understanding of language and vocabulary
  • they are able to innovate and make choices about their writing
  • they can discuss the impact of their word choices and sentence structures
  • they know how to edit and improve their writing and grow in independence as they progress through school
  • they take pride on publishing and showcasing their writing to a range of audiences
  • they end Key Stage 2 with the fluency to manage the demands of the Year 7 curriculum

The curriculum and sequences of lessons are planned to be progressive and build upon prior knowledge – supporting the layering of new knowledge on secure foundations. This approach to learning within English follows and embeds our core beliefs:

Promoting a culture of achievement

Writing expectations are high for all and our children want their writing to be the best that it can be. They learn how to draft and edit their work and they develop the ability to do this independently. Their reading and writing skills are applied to the wider curriculum.

Championing individuality and personal growth

The daily teaching of core skills empowers pupils to be able to make choices about their reading and writing and apply skills independently. Making choices about characters, viewpoints, levels of formality, word choices and sentence structures provides pupils with the opportunity to reach a higher standard. 

Designing a dynamic curriculum for today’s learners

A range of hooks are used to generate enthusiasm, interest and excitement in English learning. The immersive links to wider themes and the use of mantle of the expert create meaningful and exciting contexts for writing. Pupils write for a range of purposes and audiences. This enables them to develop the writing skills required to prepare them for secondary education and beyond.

Teaching that inspires and leads to learning that lasts

Writing outcomes are engaging and purposeful. Pupils enjoy using class texts as a reader and as a writer to gather ideas, collect words, research, explore sentence types and plan writing. Daily Grammar Time sessions are linked to our learning and are used to teach core writing skills. These sessions are active, collaborative and pacey, which leads to fluency and secure understanding.

Becoming active and ethical citizens

As children progress through school, they are taught editing skills and become autonomous in checking their work. They take pride in publishing or sharing their work and are given the opportunity to showcase their writing skills and share their writing with the wider school community. As ethical citizens they write to persuade and to raise awareness of world issues such as the use of palm oil and working conditions in the past.