Writing at Horsforth Featherbank
At Featherbank, we believe in inspiring children through writing, prizing its immense power to shape and change our way of thinking, our self-expression and our understanding of what the world means to us.
We develop children's writing in many different ways, so that as they grow, their learning is enriched with skills and opportunities which enable them to engage with writing in a way that promotes lifelong development.
Our extended writing pieces are usually topic led helping to create a sense of immersion and purpose. We have found that by directing our topic led studies to encompass and create valued writing opportunities, children see learning as interconnected, and they demonstrate greater engagement with and more enjoyment in their writing.
At Featherbank, we follow the National Curriculum programme for English.
(See link below.)
Grammar and punctuation is taught both explicitly and implicitly within English lessons, and effectively embedded into children's everyday work. Children experience a wide range of authors and text types during their time at Featherbank, and are encouraged to write for a variety of purposes. Children learn to plan, draft, revise, edit and present their work using a neat, legible cursive script.
Feedback and Monitoring of Writing
As a school, we have decided upon key strategies to assess and monitor writing. We believe that these strategies encourage the development of children's skills, while also providing them with secure and positive feedback in order for them to take ownership of their learning and challenge themselves to succeed.
Each year group has carefully tailored and agreed upon target skills that indicate their level of progress: Towards, At or At Greater Depth to their age related expectations (ARE). By carefully assessing, tracking and monitoring their ARE development, teachers are able to best prioritise the support and challenge most suited to helping each child achieve and make good progress.
We recognise that all children learn at different speeds. Some will need more consolidation and support, whereas others thrive on challenge and competition. Across school, we aim for all children to produce two to three pieces of assessed writing each half term in order to create a robust system of assessment.
Children's attainment is tracked across the year so that progress can be analysed, missing skills identified and children supported where necessary. Interventions are put into place to give additional support to those who need it.