How We Teach Writing at The Flying High Academy Ladybrook

At The Flying High Academy Ladybrook, pupils first learn how to write and then learn why writing matters. In the Early Years and Key Stage 1, we secure the essential foundations of transcription so that children can write accurately, fluently and with growing independence. At the same time, we give spoken language a central role, ensuring pupils can express their ideas orally with the same clarity and precision we expect in their writing. As they move into Key Stage 2, we strive for pupils to go beyond writing as a mechanical skill and begin to craft writing with intent — choosing vocabulary, structure and style deliberately to create meaning and influence the reader. Our aim is not only that pupils become proficient writers, but that they develop a genuine enjoyment and sense of purpose in writing, recognising it as a powerful tool for communication, creativity and voice.

Early Years Foundations

In F1 and F2, writing begins long before children record words. We prioritise the development of the gross and fine motor skills that make writing physically possible. Children:

• Build core strength, balance and shoulder stability through play, climbing, movement and outdoor provision
• Strengthen hand and finger control using activities such as Dough Disco, threading, tweezers and mark-making tools
• Learn that marks carry meaning and start to rehearse ideas aloud before they write them

This ensures children are physically ready to write, reflecting the Writing Framework’s expectation that strong motor development underpins later transcriptional fluency.

Oracy and Oral Rehearsal

Speaking forms the backbone of early writing at our school. In the Early Years and Key Stage 1, children:

• Orally compose sentences before writing them
• Use vocabulary developed through stories, drama, visual literacy and discussion
• Rehearse language structures aloud so ideas are formed before transcription

This reduces the cognitive load of writing and allows children to concentrate on turning ideas into sentences.

Transcriptional Fluency in Reception and Key Stage 1

Our aim is that by the end of Year 2, children are transcriptionally fluent — able to:

• Form letters correctly
• Spell using taught grapheme–phoneme correspondences
• Write sentences accurately and automatically

To achieve this, we use:

• Daily handwriting practice and clearly defined handwriting progression
• Dictation to practise spelling and sentence transcription without overloading working memory
• Carefully sequenced writing sessions that prioritise accuracy before extended length

We strive for pupils to enter Key Stage 2 ready to think deeply about composition, rather than being held back by the mechanics of writing.

Our Whole-School Writing Sequence

From Year 1 to Year 6, writing is taught through Theresa Heathcote’s Writing Sequence — a research-informed, Literacy Excellence Centre–endorsed approach aligned with the new national Writing Framework. Developed by Theresa Heathcote, an English consultant with over two decades of national experience, this sequence provides our staff with a proven model for effective, high-quality writing instruction.

Each unit is built around a purposeful stimulus and follows a consistent structure:
Immerse → Vocabulary and Spelling → Grammar/SPaG Focus → Plan → Draft → Write → Edit → Publish → Review

Children spend time:

• Understanding the purpose of the writing and who the audience is
• Exploring high-quality models (WAGOLLs)
• Learning vocabulary and grammar needed for the genre
• Planning and orally rehearsing before drafting
• Editing for accuracy and reviewing for impact

Each phase is intentional and directly supports the final written outcome.

This shared sequence ensures that pupils understand the purpose and audience of their writing, acquire the vocabulary and grammar needed to express ideas clearly and refine writing to create deliberate impact on the reader. By using this model across the school, pupils experience a coherent journey into writing — moving from learning the mechanics in KS1 to crafting writing with authorial intent and confidence in KS2.