Skip to content ↓




At Broadmeadow, the teaching of writing supports and links our whole curriculum; hence we strive to provide a highly motivating and engaging writing curriculum that is well developed and gives pupils the opportunity to lay solid foundations and develop their skills in writing across all subject areas. It is our aim that our children are able to articulate their ideas clearly through both spoken and written language as this is a vital skill that will allow them to be proud of what they have achieved, as well as enabling them to be prepared for the writing experiences and challenges they will face in Key Stage 2.

Staff at Broadmeadow understand the importance of being able to meet the needs of the differing groups of learners: teachers plan and teach personalised writing lessons which focus on the particular needs of each child.  We recognise that each child has their own learning journey, with different starting points and so progress is measured in line with baseline data to ensure every child can celebrate success and be the best that they can be.


 In order to achieve our intended outcomes, enjoyment, immersion and engagement are at the heart of our writing curriculum. All children take part in lessons that are carefully planned and sequenced to build up excitement and interest, so that by the time the children write independently, they do so with enthusiasm and confidence. Teachers prepare children for writing by modelling the ideas, grammar or techniques of writing. As well as this, children take part in role play and hot seating activities, draw story maps and plans, annotate illustrations with adjectives and sentences and look at examples of the genre of writing they are aiming to produce.

Children at Broadmeadow receive discrete writing lessons each day; they also have opportunities to develop their writing skills explicitly across the curriculum. The school’s marking and feedback policy also ensures that high standards of writing are promoted across the whole curriculum; basic English skills related to spelling, punctuation and grammar remain a focus for marking (not only in writing lessons but across all subject areas) as well as the promotion of high standards of presentation. To support the teaching of handwriting, we use ‘Letter-join which is a whole school handwriting scheme that offers a combination of traditional and digital resources. These include interactive animations, handwriting activities, online games, lessons planners and worksheets.

Teaching in writing at Broadmeadow is personalised to the needs of each child and children will often receive smaller group inputs during lessons, which help them to achieve the right next steps for them. Live marking, when appropriate, means children receive high quality feedback on the spot to allow them to make accelerated progress within and across lessons. 

The teaching of spelling, punctuation and grammar are consistently used to inform and build upon children’s writing opportunities. Regular monitoring by subject leaders and senior leaders ensures that each class is teaching the correct explicit knowledge for their age group, whilst internal, local and external moderations ensure the accuracy of teacher assessment in reading and writing.

  Key Concepts in writing


Speaking and


Spoken language underpins the development of writing. The qualities of language that pupils hear and speak are vital for developing their understanding of vocabulary and grammar. Spoken language should

enable pupils to share their thoughts and ideas confidently and clearly.


Vocabulary refers to a set of words within a language. Vocabulary usually develops with age and experience and is essential for effective communication. Giving pupils opportunities to develop their vocabulary is essential in aiding their spoken and written language.

Grammar, and punctuation

Punctuation is the system of symbols that we use to separate written sentences and parts of sentences to make their meaning clear. Each symbol is called a ‘punctuation mark’. Grammar refers to the study of words, how they are used in sentences and how they change in different situations.

Sentence structure

This refers to the ability to recognise different parts of a sentence and understand how to manipulate these for affect.


This is a crucial part of our writing curriculum and refers to the process of changing, refining and improving writing.



We aim to make sure our children are confident and motivated when it comes to writing in school. A consistent approach involving the use of the same teaching methods and strategies allows the children to become used to the processes involved in producing a piece of writing. Staff are trained to take a teaching approach whereby each child is valued and nurtured to reach their full potential. As a school, we are driven to improve writing standards and staff are committed to making this happen. We have high expectations of presentation, spelling, grammar and punctuation across all subject areas and focused marking ensures that standards remain high throughout the school. We hope that as our children move on in their educational journeys; we have inspired them to aim high and become the very best writers that they can be.



At Broadmeadow Infant and Nursery School it is our intent for all pupils to aim high and be proud of what they have achieved. We also intend for all children to become independent learners and to be prepared for the future. We believe that reading is an essential skill that enables children to access all subject areas and to become successful, lifelong learners in the future. Reading enables pupils to develop their imagination and creativity and to develop their knowledge in all areas of the curriculum and about Britain and the world.

At Broadmeadow, we aim for children to develop a love of reading through; listening to adults reading books out loud, independently reading books they have chosen and reading out loud with good intonation.

We recognise the diversity within our school community and aim to provide high quality inclusive and representative books that reflect the realities of many of the children in our classrooms.

Phonics is effectively taught in Foundation Stage and Key Stage 1 so that pupils can confidently apply their phonics skills to early reading. Where children are not effectively applying phonics knowledge additional support is delivered so that gaps and issues can be addressed.

Pupils will read a wide range of fiction, non-fiction and poetry texts and read for a variety of purposes, including; reading for pleasure, undertaking research and in everyday situations (e.g. following written instructions). Pupils will develop a deep understanding of texts through a clear understanding of the VIPERS skills (see key concepts)


At Broadmeadow Infant and Nursery School, a love of reading is taught through teaching staff modelling ‘what good reading sounds like’. Phonics and speech and language support is given to children who find it challenging to read out loud. Reading aloud is a regular part of the teaching of reading and children have the opportunity to do this during ‘whole class reading’ lessons, group reading (EYFS, KS1 and intervention reading) and in other lessons.

Pupils have the opportunity to listen to and read a wide range of (both fiction and non-fiction) high quality books. Teachers work on improving: clarity, pronunciation, speed, fluency and volume. Topics books support reading and are readily available to pupils alongside phonic ability reading books and ‘real books.’ Reading a variety of text types – books, internet, magazines etc. is used in all classes so pupils learn how to extract information from different texts and learn the difference between fact and opinion.

In EYFS and KS1 pupils use the ‘Little Wandle’ phonics scheme to develop their ability to read words. During this session children will apply their phonic skills (alongside learning ‘tricky words’ by sight and different vocabulary) in both reading and writing. ‘Big Cat’ reading scheme books linked to the phonics they are learning are used to develop early reading.


Reading at home is promoted and celebrated across the school. EYFS and Key stage 1 pupils regularly take home self-selected and teacher selected books to read with parents. Prizes are given as rewards and incentives for regular reading at home for all children.

All staff teach understanding and comprehension using a range of high-quality texts, images, picture books and film through the reading domains using VIPERS skills. Teachers focus on individual skills and teach pupils the best way to demonstrate their understanding of texts through these skills. Vocabulary and spoken language in developing comprehension skills are recognised across the school and inform expectations for teaching and learning.



At Broadmeadow we have agreed the following areas to be the key concepts that will be taught through the reading curriculum:


The method of teaching children to read (early reading) by learning sounds of letters and sounds that groups of letters make when spoken. A diligent, concentrated and systematic phonics programme is in place in EYFS and KS1 which is consistently applied to enable sufficient and appropriate progress by all pupils.


Predict what you think will happen based on the information that you have been given.


Explain your preferences, thoughts and opinions about the text. 


Identify and explain the key features of fiction and non-fiction texts such as: characters, events, titles and information.


Explain preferences, thoughts and opinions about the text. 


Identify and explain the key features of fiction and non-fiction texts such as: characters, events, titles and information.


Sequence the main events in the story.

Love of reading

Underpins the teaching of reading in the school. Staff model excellent opportunities. An excellent range of reading materials are available. Displays and space for reading is available and inviting. Parents are encouraged to participate.



Reading to the children is planned into the timetable to ensure consistency. Teachers are reading to the children to develop a love of reading.

Phonics is embedded across EYFS and KS1. Phonic training is delivered to new and changing staff to enable a consistent approach across the school. Children are fluent readers and have good word recognition skills (especially considering language barriers).


Group reading sessions and whole class reading sessions are effective and engaging the children.  Staff are reflecting on teaching and learning to inform future planning and subject leaders have a good understanding of practice across the school and use this to plan developments in the reading curriculum. 


Reading comprehension skills are being taught across the school and there is a consistent approach. Use of vocabulary and spoken language is a particular focus and informs expectations for teaching and learning.


Frequent moderation and assessment of end of term tests ensure that staff identify where a child needs support (quality over quantity). Pupil progress meetings allow staff to discuss individual children and gain advice and support and whilst also giving senior leaders an opportunity to understand the needs of individual children throughout the school.