Evidencing progress in writing Lucy Nicholls Kings’ school Al Barsha

Ready Wonder Write Steady Write School’s Aims and priorities: - To consistently evidence progress in writing from Year 1-6. - Ensure children are successful writers and aware of next steps.

Ready Steady Write - Beginning of every writing unit - 10 minutes unaided piece of writing - Followed by text type analysis/generating success criteria - Children can then self-assess the effectiveness of their own writing and their own next steps - Clearly evidences the child’s baseline

Wonder Write - End of every writing unit (1,2 or 3 weeks long) - Unaided piece of writing - Followed by analysis against the success criteria – self and by the teacher - Clearly evidences the child’s progress throughout the unit - Next steps targets are identified by the teacher

Ready Steady Write Year 4 Non-chronological report – Autumn term

Wonder Write Year 4 Non-chronological report – Autumn term

Ready Steady Write Year 4 Diary writing – Spring term Using purple pen the children identify the strengths and next steps against the success criteria

Wonder Write Year 4 Diary writing – Spring term

Wonder Write Year 4 Diary writing – Spring term

Ready Steady Write Year 4 Non-chronological report – Summer term

Wonder Write Year 4 Non-chronological report – Summer term

Let’s All Write - Once every half term - Unaided piece of writing - Whole school writing stimulus - Writing is moderated in teams and across the phases - Clearly evidences the child’s current level of attainment - Next steps targets are identified at a year group level and informs planning

Purple pen feedback - Written responses to feedback - Evidences children editing and improving their own writing - DSIB feedback commended the marking and feedback across Primary - Develops critical thinking skills through higher-order questions