The Writing Framework: A Complete Guide for Parents, Teachers, and Children

Children practising writing with a tutor

What Is The Writing Framework About

The UK government's writing framework recognises that learning to write is one of the hardest challenges pupils face at school, but it's vital for success across all subjects, not just English. The framework provides evidence-based guidance for teaching writing from reception through primary school, with implications for secondary education.

The key insight is that writing requires two main skills:

• Transcription (handwriting and spelling)

• Composition (organising and expressing ideas)

Both must be taught explicitly and systematically.

Nursery Children (Ages 3-4)

What the Framework Says:

The framework focuses primarily on reception onwards, with only brief mentions of nursery provision. It acknowledges that nursery settings are "early years providers" who will be interested in the guidance but provides minimal specific instruction.

Key Points for Nursery:

• Build foundations: Focus on speaking, listening and fine motor skills through play

• No formal writing instruction: The framework doesn't expect or recommend formal writing teaching

• Prepare for reception: Develop hand strength, coordination and language skills that will support later writing

For Parents of Nursery Children:

• Encourage rich conversations and storytelling

• Provide activities that build hand strength (threading, cutting, picking up small objects)

• Read stories regularly to build vocabulary and understanding of written language

• Don't worry about formal writing - focus on play and development

Reception (Age 4-5): Building the Foundations

The Government Target:

75% of children should reach a Good Level of Development by 2028, including meeting the writing early learning goal.

What Children Need to Achieve:

• Write recognisable letters, most correctly formed

• Spell words using phonics knowledge

• Write simple phrases and sentences others can read (even with spelling mistakes)

For Teachers:

• Start handwriting immediately: Daily explicit handwriting instruction from term 1, alongside phonics

• Focus on transcription: Letter formation, pencil grip, spelling through phonics

• Oral composition: Children should say sentences aloud before writing them

• Keep it simple: No extended writing expected - focus on quality foundations

For Parents:

• Support fine motor development through play activities

• Encourage speaking and storytelling

• Don't pressure for long pieces - celebrate simple, clear sentences

• Support correct pencil grip and sitting position

Year 1 (Age 5-6): Mastering Basics

For Children:

• Form letters correctly and consistently

• Write simple sentences with capital letters and full stops

• Use phonics to spell words

• Join words with "and" to make longer sentences

For Teachers:

• Sentence mastery: Focus on subject + verb structure ("Jack ran")

• Systematic phonics: Continue explicit spelling instruction

• Handwriting progression: Move from print to preparing for joined writing

• Oral composition first: Children compose sentences aloud before writing

For Parents:

• Continue supporting handwriting practice at home

• Read together daily to build vocabulary and sentence patterns

• Encourage oral storytelling before writing

• Celebrate attempts and progress, not perfection

Year 2 (Age 6-7): Expanding Skills

For Children:

• Write different sentence types (statements, questions, commands, exclamations)

• Use describing words to make sentences more interesting

• Begin simple planning before writing

• Start checking own work for errors

For Teachers:

• Introduce planning: Simple visual planning tools

• Expand sentence structure: Teach conjunctions and description

• Begin editing: Simple checking for spelling and punctuation

• Text types: Introduce different purposes for writing

For Parents:

• Support sentence building at home

• Encourage reading variety to expose children to different writing styles

• Help with homework that applies writing skills across subjects

Years 3-6 (Ages 7-11): Developing Fluency and Style

The Big Shift:

Once transcription becomes more automatic, children can focus more on composition and developing their personal writing style.

For Children:

• Years 3-4: Learn to write in paragraphs, use complex sentence structures, develop joined handwriting

• Years 5-6: Adapt writing for different purposes and audiences, become confident independent writers

For Teachers:

• Sentence mastery is key: Before expecting paragraphs, ensure children can construct varied, complex sentences

• The writing process: Teach planning, drafting, revising, editing and sharing

• Gradual release: Move from "I do" (modelled) to "we do" (shared) to "you do" (independent)

• Quality over quantity: Better to write one excellent paragraph than a long, confused piece

For Parents:

• Support writing across all subjects, not just English

• Encourage personal writing (diaries, stories, letters)

• Be patient with handwriting fluency - it develops gradually

• Celebrate creativity and ideas, not just technical accuracy

Left-Handed Children (All Ages)

The Challenges:

About 10% of pupils are left-handed and face specific difficulties:

• Smudging their writing

• Hand obscuring their view of what they've written

• Difficulty with finger spacing between words

Specific Support Needed:

• Seating: Sit to the left of right-handed pupils to prevent arm collisions

• Paper position: Slant paper clockwise (opposite to right-handers)

• Pencil grip: Hold pencil slightly higher to see around fingers

• Materials: Use softer pencils requiring less pressure

• Teaching: Need specific demonstrations, not just mirrored right-handed instruction

For Parents and Teachers:

• Provide consistent, specific support throughout primary school

• Don't assume left-handed children will figure it out themselves

• Ensure proper classroom setup and materials

Children Who Need Extra Support

Key Principles:

• High expectations for all: Every child can become a writer with the right support

• Early identification: Spot difficulties quickly and provide targeted help

• Support within lessons: Help should happen during writing time, not as separate intervention

Types of Support:

• Handwriting difficulties: Extra instruction in letter formation, pencil grip, posture

• Spelling struggles: Continued phonics, morphology teaching

• Composition challenges: More scaffolding, sentence stems, oral rehearsal

• Language difficulties: Vocabulary support, longer processing time

For Parents:

• Speak to teachers early if your child struggles with any aspect of writing

• Assistive technology can help but shouldn't replace skill instruction

• Value your child's oral composition abilities even if transcription is difficult

Secondary School Transition (Age 11+)

The Challenge:

The framework calls this transition "one of the most difficult periods in pupils' educational careers" and particularly challenging for struggling writers.

What Continues to Develop:

• Subject-specific writing: Students must learn to write differently for science, history, geography etc.

• Academic writing skills: More complex structures and vocabulary

• Disciplinary literacy: Every teacher becomes a writing teacher

For Secondary Schools:

• Identify struggling writers early: Some students enter secondary school with significant writing difficulties

• Provide tiered support: Whole-class instruction, small-group tuition, one-to-one support

• Cross-curricular approach: Embed writing instruction in all subjects

• Understand the complexity: Recognise that writing involves multiple skills

For Parents:

• Understand that writing development continues through secondary school

• Support your child's writing across all subjects

• Be patient with the adjustment to new writing demands

What This Means in Practice

The Big Changes from Traditional Approaches:

1. Handwriting starts immediately in reception - no waiting until children are "ready"

2. Sentences before stories - master sentence construction before expecting longer writing

3. Oral composition is crucial - children should say ideas aloud before writing them

4. Quality over quantity - a well-written paragraph is better than a long, confused piece

5. Writing is everyone's responsibility - not just English teachers

For Daily Life:

Parents:

• Support speaking, reading and fine motor activities from nursery onwards

• Understand that writing development is gradual and requires patience

• Work with schools to support consistent approaches

• Celebrate effort and progress, not just final products

Teachers:

• Provide explicit, systematic instruction in both transcription and composition

• Use evidence-based approaches like sentence combining and the writing process

• Balance instruction with meaningful writing experiences

• Maintain high expectations while providing appropriate support

Children:

• Understand that becoming a good writer takes time, practice and patience

• Master the building blocks (letters, words, sentences) before tackling longer pieces

• See writing as a powerful tool for learning and expression across all subjects

The framework emphasises that writing is a complex skill that develops over years, requiring both technical mastery and creative thinking. Success comes from systematic teaching, regular practice and recognition that every child can become a confident writer with the right support at the right time.

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