Writing

At Ribbon, we want our children to acquire a wide vocabulary, with an understanding of grammar, and knowledge of linguistic conventions for reading, writing and spoken language with an evaluative approach to recognise authorial intent, so that such strategies can be applied purposefully in their own writing across a multitude of text types.

Writing Curriculum Overview

Our Writing Curriculum Overview outlines the essential details to ensure full coverage of the National Curriculum whilst providing our teachers with the tools required to support the development of efficient writers. These details include: –

  • A broad and balanced range of Class Books to be shared;
  • Focused text types to exemplify key text features to support the application to each child’s own writing skills; and
  • Grammar features to be taught in context with clear purpose

Teaching is planned around a half termly class novel, carefully selected to ensure exposure to quality literature, further develop cultural capital and engage in the work of a variety of authors. Each half term, there will be at least two writing cycles, each lasting up to three weeks. A balance of author purpose is evident across each term giving the children at Ribbon the opportunity to write to entertain, inform and/or persuade.

Our Writing Cycle

At Ribbon, the adopted writing cycle provides children with the required support, knowledge and skills to imitate, innovate and invent through their writing.

Firstly, a modelled text is provided for all learners to develop familiarisation and exposure with the focus text type, whilst providing the opportunity to identify and extract the essential features of the text. The quality resources of ‘Grammarsaurus’ (and other high-quality texts/ writing stimuli) are located and amended for purpose (if required) to ensure they exemplify expectations; expose children to high-level vocabulary; whilst engaging children into the content to provide the knowledge required to write independently.

Subsequent lessons aim to:

  • develop a wide and ambitious vocabulary which will be evident in their writing,
  • learn about, practise and apply the knowledge of key grammatical features
  • successfully translate orally spoken content to the written word
  • develop planning skills to ensure clear intent when writing
  • build confidence in own writing showcasing an increased level of independence, creativity and intent when writing
  • know themselves better as a writer, through feedback
  • self-evaluate, edit and improve writing
  • use age-related writing structures with increasing confidence and fluency
  • develop stamina when writing at length
  • establish own flare as an author explaining intent

Our progressive curriculum aims to ensure all children become confident and effective writers as they move through the key stages, with a want to write and the knowledge to accurately and coherently, adapt their language and writing style and for a range of contexts, purposes and audiences.

Supporting Documents:

Supporting Websites:

‘My son loves the interaction with his teachers. Thank you all so very much for your hard work and dedication.’

PARENT COMMENTS

‘Ribbon monitor the progress and well-being of pupils who have special educational needs and/or disabilities carefully. Expectations for these pupils are high. As a result, they make generally good progress from their starting points.’

OFSTED COMMENTS

‘Communication systems between classroom and
additional support staff are good and mean that these pupils have access to the
full range of the curriculum suited to their needs.’

OFSTED COMMENTS

‘Children settle well when they enter Ribbon Early Years, communication between home and school is good.’

OFSTED COMMENTS

‘Children get off to a flying start at school. They are happy and safe and increasingly independent, and
yet aware of others.’

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‘Early Years leaders and staff are expert in using their knowledge of what children can and cannot yet do to sharpen their planning and focus their teaching.’

OFSTED COMMENTS

‘Disadvantaged and most-able children are making particularly good
progress.’

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‘The learning environment, both inside and out, is stimulating and attractive. Staff are skilled in ensuring that children develop their independence as learners who enjoy exploring the world.’

OFSTED COMMENTS

‘All support and communication is brilliant’

PARENT COMMENTS

‘School have done a fantastic job in all areas.’

PARENT COMMENTS

‘The quality of teaching across all subjects continues to improve.’

OFSTED COMMENTS

‘School and staff should be commended for their quick shift and quality of what’s being communicated with the children.’

PARENT COMMENTS

‘The teaching of phonics is a strength.’

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‘Staff and the governing body take safeguarding responsibilities very seriously. There is a culture of safeguarding at the school.’

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‘Pupils are taking more responsibility for their own learning as they move through Key Stage 1.’

OFSTED COMMENTS

‘Ribbon are doing a fantastic job.’

PARENT COMMENTS

‘School are there when needed whether it’s for support or a chat. They are constantly checking how kids are getting on.’

PARENT COMMENTS

‘We are so grateful to all the effort the teachers are putting in.’

PARENT COMMENTS

‘The governing body knows the school and the local community very well.’

OFSTED COMMENTS

‘There is clear evidence that you and your staff’s ongoing work to improve the depth of pupils’ mathematical understanding across the school is working.’

OFSTED COMMENTS

‘Parents are
confident that their children are happy, safe and well taught.’

OFSTED COMMENTS