Writing framework: summary
Published 8 July 2025
Applies to England
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Summary
Summary of the messages in the writing framework.
Writing is complex
Writing places significant demands on pupils’ working memory so it is vital to teach it in a sequenced way that helps to manage those demands.
Teach handwriting and spelling in reception
Teaching handwriting and spelling (transcription) from the reception year is crucial to ensure that these skills become automatic for children. This will free up their working memory for composition.
Sentence instruction is essential
All writing is made up of sentences. Knowledge of grammar helps pupils to control sentences and convey meaning, but it does not support their writing fluency when taught in isolation.
Spoken language is as important for writing as for reading
Pupils should compose orally while they are developing their transcription skills. This can still be valuable even when they can transcribe fluently.
Quality is more important than length
Pupils need to master the foundations of writing – handwriting, spelling and sentence construction. They should not be expected to write at length before they are ready.
The reception year is vital
The reception year builds the foundations that support pupils’ writing throughout primary school and underpin their future success.
Identify pupils who need additional support
It is important to identify the pupils who need additional support with writing as early as possible, from reception onwards. Teachers can then adapt their teaching and make it accessible. This includes giving pupils more time and practice so that they can make good progress.
It will take time to tackle all the challenges in teaching writing
Schools should concentrate initially on teaching high-quality transcription and sentence instruction, while gradually developing broader writing skills.
Avoid focusing too heavily on test preparation
This can limit the development of skills and knowledge, stifling pupils’ creativity and wider writing development.
Leaders must establish the culture and curriculum
Leaders are responsible for:
- establishing a positive writing culture
- developing a well-sequenced curriculum
- ensuring that all teachers are trained to teach writing