​​​Our approach to writing has two elements; composition and transcription. Additionally, pupils are taught how to plan, revise and evaluate their writing.

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Transcription is essential for children to become fluent writers, this means that children must be able to:

• Use phonic knowledge

• Spell age expected words correctly

• Use age related punctuation

• Use correct letter formation, following the Martin Harvey handwriting scheme

Teachers will ensure the children acquire transcription skills by using the progression document and revisiting prior learning to identify any gaps in knowledge.

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                                                                                                      Children writing in the Foundation Stage

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Effective composition involves forming, articulating and communicating ideas. It requires an awareness of audience purpose and context and an increasingly wide knowledge of vocabulary and grammar.

Teachers plan to teach the required skills through the purpose/genre of writing. Teachers sometimes focus on particular elements of grammar in stand alone lessons, if they feel that the class/or a specific group need additional lessons to embed and develop their understanding or to consolidate skills.

Teachers present a stimulus to inspire children, allowing them to articulate and communicate ideas around something familiar or that they have experienced. Lessons are planned which will introduce new vocabulary and give opportunities for children to communicate their ideas freely. Composition is an integral part of all writing lessons.

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Spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculum. Spelling is taught through our SSP ‘My Letters and Sounds’ across the Foundation Stage and Key Stage 1. Children are given spellings to learn each week in their home/school diary, these may be tricky/common exception words, words containing taught graphemes or spelling rules in Key Stage 1.  Accurate spelling of taught graphemes and tricky words are expected in writing across the curriculum. Children are given time to edit their spellings (see marking scheme). Assessments are completed at the end of every ‘My Letters and Sounds’ phase. Agreed sound/word mats are used across school and available during all written activities. These mats follow the sounds/words taught in the ‘My Letters and Sounds’ phonic scheme.

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Punctuation is taught within writing lessons in line with the progression document to enable children to become secure age related writers.

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Handwriting lessons

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At Thurcroft Infant School, we believe that high standards of handwriting and presentational skills are essential to success across the curriculum. This policy sets out a systematic programme of teaching handwriting, which enables children to learn how to form and join letters correctly and to take pride in their work. In order to support pupils in developing their handwriting skills, and to foster values of pride and high aspirations, Thurcroft Infant School follows the Martin Harvey Handwriting programme Achieving Excellence in Handwriting. Children use the handwriting skills they have been taught to present work across the curriculum in an attractive way that develops personal pride and a strong sense of achievement.

 

To support handwriting development pupil will:

• Learn how to develop the correct pencil grip.

• Develop a handwriting style that is consistent in size, orientation and formation, leading into a joined style.

• Develop a legible and comfortable handwriting style with increasing confidence, fluency and speed.

• Become competent when using a range of writing implements.

• Develop good writing habits and understand the benefits to be gained from working in a clear and tidy area.

• Receive rewards for effort and achievement in handwriting.

• Feel a sense of achievement in completing their work to the best of their abilities.

• Understand that writing is a high priority and valued by their teacher.

• Be motivated by the celebration of their written work in classroom displays.

• Receive high quality teaching of handwriting.

 

Consistency

 

At Thurcroft Infant School, we use a consistent approach of teaching handwriting throughout the school using Martin Harvey's guidelines and clear terminology. All members of staff support and believe in the drive for excellence in handwriting. A consistent approach is taken to the handwriting style and the shape of the letters being taught and the language used when teaching handwriting.

 

The Martin Harvey method emphasises the importance of establishing good working habits in order to consistently achieve high quality handwriting and excellent presentation of work in every class. We aim to have these habits in place across every class in the school, during every lesson across the curriculum.

 

These include:

Two hands on the paper - Children are encouraged to use two hands when writing:

One hand to hold the paper or exercise book and one hand to write with.

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Correct posture - Good posture and correct seating position are vital components of developing good handwriting.

There are four ways in which we ensure the correct seating position:

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1. Six feet on the floor - The child's two feet and the four feet of the chair. Children are discouraged from kneeling on a chair or to sit cross-legged on the chair. The chair's feet stay on floor so that children do no rock forward or forward on the chair.

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2. BBC - Children should be expected to sit at tables in the BBC position (Bottom Back in Chair), this means that children do not sit with their chairs sticking out, making the classroom half its real size, with bottoms on the front edge of the chair. They pull the chair towards the table, so bottoms are at the back of the chair.

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3. TNT (Tummy Near Table) - Children are expected to sit with their tummy near the table, but not squashed up to the table. This prevents sitting with the chair a long way from the table so that the children needs to slouch forward to do their word.

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4. Paper Position - When writing, the paper or exercise book should be placed in an upright position. A slight angle is acceptable; however, this should not be more that 45 degrees.

 

Progression of Objectives in Handwriting

 

The following table shows the progression of the statutory requirements for Handwriting from the English Programmes of study:

Key Stages 1 and 2 National Curriculum in England.

The objectives for EYFS are taken from Development Matter Non-statutory curriculum guidance for the Early Years Foundation Stage and the Early Learning Goals from the Early Years Foundation Stage profile.

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In the Foundation Stage, handwriting is taught following the ‘My Letters and Sounds’ scheme by the use of mnemonics support. As part of “Year 1 readiness” FS2 pupils begin to be taught using the Martin Harvey handwriting scheme.

Martin Harvey handwriting lessons are taught three times per week for 15 minutes. Letters are taught in handwriting families and children are expected to join at least 2 letters using the scheme in Year 2.

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​An example of  Handwriting in Year 1. ​​​​​​​​​​​​​​​​

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