Writing Impact

IMPACT

Teachers use assessment as an integral part of the teaching and learning process and link it clearly to the children’s next steps. Children have clear success criteria grids for writing, linked to the objectives from the national curriculum, for each ‘Quality Write’ they complete so that they can self-assess their written work. Teachers also use these success criteria grids to identify areas of strength and areas for development. Additionally, constructive marking with ‘next steps’ for the children to respond to are used where appropriate. Teachers leave next steps in books when marking to ensure that children know exactly what they need to do next to make progress in their writing and children are encouraged to respond to this in green pen.

Children produce a quality piece of writing every week which is carefully marked by the teacher using highlighters to identify successes (pink) and areas for development (green). Teachers also ensure that they work alongside individual children in lessons and conference their writing to ensure they get the support they need to make good progress.

Children complete a weekly grammar check. The grammar check allows teachers to identify the areas of grammar that children feel confident with and misconceptions or gaps in knowledge that need addressing. A daily grammar starter begins the English lessons and can be used to address any areas identified as weaknesses from the grammar check.

Summative assessment is carried out on a half termly basis. Each term children’s writing outcomes are moderated across the school where senior leaders support teachers to ensure that assessment of writing is consistent. Additionally, comparative judgements of children’s writing using ‘No More Marking’ software is used termly to help moderate outcomes and attainment across the school. Through moderation and the use of ‘No More Marking’ teachers and leaders can identify areas for development across the school and next steps for groups of children and individual children.