At our school, we believe that handwriting is a fundamental life skill that supports communication, confidence and success across the curriculum. We aim for all pupils to develop a fluent, legible and efficient handwriting style that enables them to write with ease, stamina and pride.
Through the Read Write Inc. Handwriting programme, pupils are taught correct letter formation, posture, pencil grip and joins in a structured and progressive way. Our curriculum is designed to ensure that handwriting becomes automatic so that pupils can focus their cognitive attention on the content, composition and quality of their writing.
Our intent is to:
- Develop correct letter formation and orientation from the earliest stages of writing.
- Ensure pupils adopt consistent posture, pencil grip and presentation habits.
- Build fluency and automaticity in handwriting to support writing stamina.
- Enable pupils to write legibly, accurately and at an appropriate speed.
- Promote pride and care in presentation across all curriculum subjects.
- Ensure progression in handwriting skills from Early Years through to Key Stage 2.
- Support all learners, including disadvantaged pupils and pupils with SEND, through adaptive teaching and targeted intervention.
Foster confidence and independence so that pupils see themselves as successful writers.
Handwriting Curriculum Implementation
Handwriting is taught explicitly and progressively through the Read Write Inc. Handwriting programme. Teaching begins with correct letter formation linked closely to phonics teaching and develops into fluent, joined handwriting as pupils progress through the school.
Structured and Progressive Teaching
· Handwriting is taught regularly for 10 minutes each day after lunch time from Year 1 to Year 6, using a clear progression of skills.
· In Reception we have a bespoke handwriting curriculum to build gross and fine motor development before moving onto our RWI Handwriting programme. Details of this will follow later.
· Pupils are explicitly taught letter formation, size, orientation and spacing.
· Previously taught skills are revisited frequently to support consistency and automaticity.
Our Read Write Inc. Handwriting Approach
In Early Years:
Baseline assessments on entry identify children’s readiness for writing, including their gross and fine motor development, posture, pencil control and mark-making skills.
We recognise that before children can form letters confidently, they must first develop the underlying physical skills that support handwriting. These key foundations include:
- postural control
- core strength and stability
- upper body and shoulder strength
- hand and finger strength
- hand-eye coordination
- visual perception
- bilateral integration
- hand dominance
- secure pencil grip
To support these early developmental stages, Reception children take part in:
- Squiggle Whilst You Wiggle to develop gross motor movement patterns
- Weekly dance and PE lessons to strengthen balance, coordination and core stability
- Dough Disco activities to build finger strength and fine motor control
- Enhanced provision opportunities across both the indoor and outdoor environments to encourage mark-making, manipulation and physical development through play
Where appropriate, additional interventions such as Otto activities or Theraputty programmes are used to further develop fine motor strength and coordination.
Letter formation is taught as part of the Read Write Inc. (RWI) phonics programme. Children learn correct letter formation alongside the corresponding sounds using RWI mnemonics and memory pictures, enabling pupils to “visualise to memorise” the formation of taught sounds.
As pupils become secure in forming taught sounds through RWI phonics, they progress onto Handwriting Heroes. Through this approach, children are introduced to letter families to help them understand common movement patterns when forming letters. They also begin to use “jam and sponge” lines to support correct letter size, orientation and positioning on the page.
At St Peter’s, we are Handwriting Heroes and promote consistent expectations through our three key handwriting reminders:
Position, Pencil, Paper!
- Position – Feet flat on the floor, bottom at the back of the chair and chair tucked under the table.
- Pencil – Hold your pencil with three fingers using a tripod grip.
- Paper – Keep your other hand on the paper to hold it still.
Consistent language, modelling and expectations across Reception and Key Stage 1 ensure children develop accurate letter formation, increasing fluency and confidence as writers.
These expectations continue as pupils move into Year 1, with additional support implemented as required. Pupils in Acorn and Blossom receive bespoke support linked to their individual targets and specific developmental needs.
Read Write Inc. Handwriting Approach
From Year 1 through to Year 6:
Baseline handwriting assessments are completed to identify children with tri-pod grip gaps and letter formation weaknesses; these are then re-assessed in Spring and Summer
These children are then provided with handwriting aids and sat in tailored arrangements in the classroom for direct teacher modelling and instruction
· Teacher modelling and direct instruction starts each session every day based on a different letter focus’
· Repetition and guided practice follows
· Consistent handwriting phrases and prompts
· Multi-sensory approaches to support letter formation
· Opportunities for rehearsal and application across the curriculum
Consistency Across the School
- Handwriting takes place across school from Years 1 to Year 6 between 1 and 1:25 each day.
- A consistent handwriting style is used and modelled by staff across the school.
- Expectations for presentation are reinforced in all curriculum areas.
- Handwriting resources and routines support consistency between classes and year groups.
Application Across the Curriculum
- Pupils are expected to apply their handwriting skills in all written work.
- Teachers reinforce high standards of presentation across subjects.
- Opportunities for extended writing support the development of stamina and fluency.
Inclusion and Adaptive Teaching
- Lessons are adapted to meet the needs of all pupils.
- Additional support, fine motor interventions and targeted practice are provided for pupils who require further development.
- Pupils working at greater depth are encouraged to maintain fluency, consistency and presentation at speed.
Assessment and Monitoring
- Teachers use ongoing assessment to monitor handwriting development.
- Feedback supports pupils in improving formation, joins, spacing and presentation..
- Staff training ensures the consistent implementation of the Read Write Inc. Handwriting programme.
Handwriting Curriculum Impact
The impact of our handwriting curriculum is evident in pupils’ ability to write fluently, legibly and with increasing confidence across the curriculum. Pupils develop pride in presentation and can record their ideas efficiently and effectively.
As a result:
- Pupils demonstrate secure and consistent letter formation.
- Handwriting becomes increasingly fluent, joined and automatic.
- Children present their work neatly and take pride in their learning.
- Pupils can write at an appropriate speed to support composition and extended writing.
- Pupils develop increased confidence and stamina when writing.
- Disadvantaged pupils and pupils with SEND make strong progress from their starting points.
- Pupils are prepared for the next stage of education with the handwriting fluency needed for successful learning.
Impact is measured through:
- Ongoing teacher assessment
- Monitoring of handwriting in books across the curriculum
- Book scrutiny and learning walks
- Pupil voice
- Presentation standards in independent work
- Progress discussions and intervention monitoring
Through the consistent implementation of the Read Write Inc. Handwriting programme, pupils become confident, fluent and independent writers who understand the importance of clear and effective written communication.