Handwriting

Handwriting is a skill which, like reading and spelling, affects written communication across the curriculum. Children must be able to write with ease, speed and legibility. Cursive handwriting teaches pupils to join letters and words as a series of flowing movements and patterns. The development of this fluid style when mastered allows children to apply their energy into the content of their writing as opposed to the formation of the letters themselves.

Handwriting skills are taught regularly and systematically throughout the school.

Intent

Early years Foundation Stage

The EYFS the framework is organised across 7 areas of learning rather than subject areas. As part of this document we have planned how the skills taught across the EYFS feed into the national curriculum and which statements from ‘Birth to 5 matters’ are prerequisite skills for handwriting within the National Curriculum.

KS1 and KS2

In KS1 and KS2, the handwriting curriculum has been designed to cover all of the skills, knowledge and understanding as set out in the National Curriculum. Handwriting is an integral component of the English programmes of study. The program describes two dimensions of writing:

• Transcription (spelling and handwriting)
• Composition (articulating ideas and structuring them in speech and writing)

Handwriting is delivered through subject specific teaching. Meaningful links with other subjects are made to strengthen connections and understanding for pupils.

Implementation

Early Years and KS1

The Early years Foundation Stage (EYFS) follows the ‘Birth to 5 matters’ in the EYFS guidance. In the EYFS, handwriting is taught as part of ‘Literacy - Writing’ and will be seen as part of the continuous and adult lead provision across the classroom, not as a discrete subject. Children start by developing fine and gross motor-skills with a range of multi-sensory activities both through continuous provision and, in Reception, Read Write Inc sessions.

Formal letter handwriting does not start until the children know all of the initial 25 phonics sounds, however children will practice letter formation in their RWI sessions alongside the sounds they begin to learn.

Children are then taught the letter formation in formal handwriting sessions. To support this, we use the RWI ditty or rhyme to help children with the correct form and orientation of all the letters of the alphabet. NB: print to be used in all RWI sessions rather than cursive script.

In Early Years and KS1 the highest priority is given to teaching the correct letter formation before any attempt is made at joining.

By the time children start in Year 1 handwriting is taught as a discreet subject every day to allow time to embed skills in the subject. All pupils have at least one longer handwriting lesson per week with further ‘short burst’ opportunities to revisit and practice skills. Children need to practice handwriting under the guidance of a teacher so they do not develop habits that will be difficult to undo later.

KS2

In KS2, handwriting is taught as a discreet subject weekly to allow time to embed skills in the subject.

Children will continue to have regular practice of handwriting, securing the joins and developing speed and fluency. By the end of Year 6 pupils should have a clear, fluid handwriting style.

Children will have the opportunity use a handwriting pen rather than pencil at the discretion of the teacher.

For children who are struggling to develop their handwriting skills, we continue to support them with strengthening their fine motor skills and offer them a range of support and writing tools to try and develop their handwriting. In some instances, small group intervention is required to assist in the development of handwriting.

Impact

Impact is measured through regular learning walks, lesson visits, work scrutiny and pupil voice.

Work will show that a range of topics are being covered as well as progression across each unit of work in every year group and across year groups.

Children will be able to talk about the skills and knowledge they have acquired, through pupil voice, and will be engaged in lessons and want to find out more.

Teachers will use Assessment for Learning to ensure all lessons are relevant and will help to plan for next steps.

Subject leaders will be given regular time to ensure resources are kept up to date, to monitor their subject across the school, create action plans and impact reports and to provide subject feedback to SLT as appropriate.