At The Belham, we believe that the books children read shape the people they become. That’s why our writing curriculum is built around a purposeful collection of high-quality texts that reflect the diversity of our community, challenge stereotypes, support emotional literacy and build character. Every text is carefully chosen to model excellent writing, nurture empathy, spark curiosity and inspire children to see the world with fresh eyes.

In the Early Years, our pupils learn to write sentences dictated by the teacher from memory and commence crafting short narratives, initially composing sentences verbally. Alongside this, they are taught writing through a systematic synthetic phonics programme (Little Wandle Letters and Sounds Revised), which enables them to segment words, spell accurately and apply phonics knowledge to their independent writing.

We teach writing through a cycle of Explore, Practise and Compose, an approach grounded in educational research.

• Explore lessons immerse pupils in the core text, drawing out vocabulary, style and purpose.
• Practise lessons give pupils repeated opportunities to rehearse grammar, structures and techniques in meaningful contexts.
• Compose lessons bring these strands together, enabling children to plan, draft, revise, edit and publish their own writing. This approach reflects the EEF’s guidance on writing: that children make the best progress when explicit instruction, modelling, practice and feedback are tightly woven together.

All writing is rooted in the four purposes – to entertain, to inform, to persuade and to discuss. These purposes help children understand why they are writing and who they are writing for. A story to entertain requires imagination, description and structure; a letter to inform demands clarity and accuracy; a speech to persuade needs rhetorical devices and emotional impact; and a balanced argument develops critical thinking and an awareness of multiple perspectives. Together, the four purposes give children the full range of tools to express themselves powerfully and authentically.

We also use supported sentences, a practice introduced through the Charles Dickens Research School. Supported sentences give children carefully structured models of syntax and vocabulary to draw on as they write. They act as stepping stones – enabling children to access ambitious grammar and sentence patterns while gradually developing independence and confidence.

By combining systematic phonics, high-quality texts, a purposeful teaching sequence, evidence-informed practice and clear writing purposes, we ensure that every child at The Belham learns not only how to write, but how to write with voice, confidence and meaning.

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• Read every day – whether your child is reading to you or you are reading to them, this daily habit is the single most important way to support their progress.
• Create writing opportunities – diaries, letters, postcards or even shopping lists all help children see writing as useful and enjoyable.
• Make it special – a favourite pen, notepad or using the computer can motivate reluctant writers and make writing feel more exciting.
• Focus feedback – don’t correct everything at once. Instead, choose one or two things (such as a spelling or piece of punctuation) to help your child improve gradually.
• Talk it through – discussing ideas aloud before writing helps children organise their thoughts and strengthens sentence construction.

Most importantly, show your child that writing has a real purpose in everyday life and celebrate their efforts as well as their progress.

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