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Writing at Knayton is an inspiring and creative subject, which engages and encourages children to write for relevant and meaningful purposes. Writing is focused on the National Curriculum and ensures the development of skills through use of ‘Classroom Monitor’. We use cross-curricular writing to stimulate children’s creativity. Teachers have a deep knowledge and understanding of the subject and plan inspiring lessons. 

In writing we intend to:

  • develop a positive attitude and stamina for writing
  • develop a love for writing with a sense of pride when children publish their work
  • develop skills through creative and inspiring teaching of appropriate learning objectives
  • focus on the quality of writing
  • focus on the National Curriculum aims
  • children to write in a range of styles and genres
  • use questioning effectively and demonstrate understanding of the ways pupils think about subject content


Our English approach is implemented through quality, ‘above pay grade’ texts that inspire us as teachers and enthuse our children. In writing, we follow the CCC’s (Collect, Connect and Create) approach.

When we are focusing on the ‘Collect’ stage, we ponder and predict what might happen in the story, analyse WAGOLL’s for word sentence and organisational features as well as collect high quality vocabulary from the text in which the children can magpie.

In the ‘Connect’ stage of our learning, we use the collected vocabulary and model it into sentences. We also develop ideas by manipulating sentence structures, constructing paragraphs and use higher-level punctuation. We put great emphasis on children taking pride in their writing.

Therefore in the ‘Create’ stage of their learning we draft sections or paragraphs of text using writing skills checklist and then edit and improve these pieces of writing before publishing a final piece. This produces a high quality published piece of writing with all feedback embedded.

The impact of the CCC’s is that our writing results over recent years, across school, have always been above the national average. in 2019 91% of children achieved Age Related Expectation (ARE) in writing and 42% of children achieved Greater Depth (GD). Writing progress has been in the top 20% for at least two years. In year 6, 88% of children achieved ARE in writing and 44% of children achieved GD which are both significantly higher than national average.


Phonics and Reading



The intention of our approach to phonics is to:

  • ensure children are absorbed and enthusiastic when it comes to reading
  • promote a love for reading
  • aim for children to leave KS1 as fluent readers
  • develop independent readers


At Knayton, phonics is implemented through the Letters and Sounds programme in Early Years and Key Stage 1. We ensure the teaching of phonics is practical so the children are absorbed and enthusiastic with their learning. The lessons are always taught at a fast pace to ensure children are highly engaged for the sessions. We engage parents with phonics by hosting workshops in the autumn and spring terms which supports the children when completing personalised phonic activities at home. At Knayton, we do not have the children working in ability groups, gaps are addressed through 5-minute boxes from the start of the year in order to bring everyone up to speed early in the year. The children then move through the phase groups as one group together so all children ‘Keep Up’ with their peers. Children with significant SEND focus on word recognition linked to the writing focus for that week. 

We measure the impact of our phonics approach through half termly phonic assessments. This helps the teachers identify gaps which then inform 5 minute boxes within class. Senior Leaders in school complete phonic learning walks termly which show outstanding teaching of phonics. Phonic results for the last two years have been in line with the National average.





The intention of our approach to Reading is to:

  • ensure children are absorbed and enthusiastic when it comes to reading
  • promote a love for reading
  • expand pupils' vocabulary and deepen their understanding of the texts they are reading
  • ensure children retrieve information, interpret meaning and comment on the author's choice of vocabulary or style
  • check pupils' understanding of previous extracts as well as the current text in order to enhance their memory. 


At Knayton, Reading is implemented every day across Key Stage 1 and Key Stage 2. Teachers begin the process by unpicking key vocabulary from an ‘above pay grade’ text. There are also many opportunities for teachers to model reading sections of the book to the children, this gives the children opportunity to understand what is being read as well listen to excellent use of expression and intonation. Children may also model sections of the book. Children then have opportunity to read individually, in pairs and in small groups, completing challenges linked to each section.


This approach ensures children are reading every day and regularly to staff throughout the week. With this strong focus on reading from an early age, children feel at ease with books and this ensures that they are fully prepared for their phonics, KS1 and KS2 SATS tests or equivalents.


The impact of our approach to Reading is that all our children are given the opportunity to access ‘above pay grade texts’, giving them chance to feel challenged and make outstanding progress. Our reading results over recent years, across school, have always been above the national average. In 2019 89% of children in school achieved Age Related Expectation (ARE) in reading and 50% of children achieved Greater Depth (GD). In year 6, 73% of children achieved ARE in reading and 36% of children achieved GD.