The above quote underpins our belief that GREAT READERS make GREAT WRITERS, and based on this philosophy, we have adopted the Reader in to Writer model (R2W). This approach sees writing inspired by reading high-quality literature. These carefully selected texts are used to absorb children in rich and varied vocabulary; give them a clear understanding of authorial flow and crafted authorial technique; see grammar, spelling and punctuation contextualised in written form and expose children to structures that act as scaffolds for their own writing.

We have designed our wider curriculum so that it provides motivation to write with purpose. Our curriculum themes provide content, and a reason to write, when communicating to a wider audience.

We use first-hand experiences to inspire awe and wonder and create learning opportunities, around writing, that are three-dimensional; expecting pupils to be active participants not just passive observers when gathering ideas, viewpoints and vocabulary. We recognise the importance of oracy as a first step in preparing for written composition, making oral rehearsal a key skill of drafting.

This creative approach extends to the use of Pie Corbett’s Talk 4 Writing, which is utilised in EYFS and KS1. We recognise that younger children benefit from oral repetition, enabling them to imitate the language they need for a particular topic or narrative before writing their own version. We use innovation (imitating the narrative structure whilst changing key elements to make it their own) and invention (writing a parody of the narrative using the skills they have learnt) as a next step of development.

When moving through the writing sequence, we use slow writing approaches that enable children to engage and immerse with the ‘reading’ model; focusing on skills lessons that teach technical and grammatical accuracy in writing (SPaG). These short burst writing opportunities give children the skills and confidence they need to move towards more sustained written compositions.

One of the core offers of our writing provision is to have adults model-write in front of children every day, articulating and demonstrating authorial flow, technique and structure. We recognise that children are hardwired to mimic the actions of adults and so we encourage staff to become ‘role model’ writers. As children are encouraged to be active participants of this process, they are expected to share their ideas, vocabulary and contributions so that they are part of the whole class joint composition. The WAGOLL (what a good one looks like) acts as a prompt for independent writing. This approach holds particular value for reluctant or struggling writers as they benefit from having a visual structure to hang their ideas off.

Vocabulary is a strong indicator of reading success (National Literacy Trust, 2017). We know from research that the size of a child’s vocabulary is the best predictor of good educational outcomes. Children with a poor vocabulary, at five, are four times more likely to struggle with reading in adulthood (Why Closing the Word Gap Matters: Oxford Language Report, 2018). At Barnwood, we know how important it is for children to have access to an extensive and rich vocabulary, to be successful as a speaker, reader and writer. The meaning of words and new vocabulary is taught, developed and practised through all aspects of our English curriculum; reading (VIPERS), writing (Tiers of Vocabulary) and oracy (speaking and listening). Vocabulary activities are also built into all other subjects across the curriculum and key Tier 3 Vocabulary appears as a feature of planning for every foundation subject within the curriculum.

At Barnwood, we also understand the importance of early language acquisition so with this in mind, screen all children in EYFS using a tablet-based language assessment tool (LanguageScreen). This helps us to identify any children who would benefit from the NELI Programme (Nuffield Early Language Intervention). This is delivered weekly, for 20 weeks, by two fully trained practitioners.