Being a writer at Cubitt Town Junior School

At Cubitt Town Junior School, we aim to develop our pupil's writing skills in meaningful ways; we enable our pupils to have a voice which they can communicate successfully, a skill that is vital for all levels of schooling and the evolving demands of the modern world. Children receive five to six hours of dedicated literacy learning focused on writing, in addition to lessons that integrate writing across the wider curriculum, such as writing historical recounts to scientific reports.

Lesson objectives are taken from the National Curriculum where spelling, grammar, punctuation, handwriting and the composition of an array of written texts are our core focus.  Pupils follow a learning journey that revisits the aforementioned skills across the year regularly to strengthen their knowledge and application of the written word.  Sequences of learning are designed to provide pupils with a rich diet of quality texts and stimulating experiences which demonstrate how writing can be used for thinking, communicating and as a means of expression. Experiences are not limited to books however, and pupils can further explore how meaning is conveyed through illustrations, photographs, advertisements, films and performances.  We also subscribe to the idea that 'good reading and writing floats on a sea of talk' and aim to provide pupils with opportunities to discuss, reflect, role-play and present their interpretations of texts to deepen their comprehension, recognising the purpose and audience.

The majority of children will move through the programmes of study at broadly the same pace. However, children who demonstrate a strong development of their authorial voice are challenged to express themselves using a range of skills accurately, effectively and with a higher level of manipulation of language. Those who are not sufficiently fluent with the foundation skills of a writer take part in an assortment of targeted learning interventions, whether that be pre-teaching (including reading and exploration of vocabulary), focus groups within a lesson (supported by resources and adults) or post-teaching activities (editing work or practising specific grammar skills).

A writing skills document is used by all staff to ensure there is clarity of the progression points of each year group. This supports the planning of writing lessons. Teachers use assessment regularly to provide pupils with feedback so they can develop conscientiously as writers. This is provided verbally, through written targets and comments in pupils' books; teachers assess against the objectives taken from the National Curriculum. Furthermore, termly summative assessments are used at the end each term to help support teachers' judgements, which are regularly moderated within teaching teams.