Intent
Through our writing policy we aim for all pupils to–
- Understand that the marks and words that they make provide information about the world around them
- Develop pre – writing skills at a level appropriate to their individual needs
- Be empowered to communication both creatively and imaginatively
- Communicate through text in a way that is meaningful to them in their lives beyond Kemball
Implementation – writing
Writing at Kemball is interpreted as an activity that communicates and records events, experiences, information, thoughts and feelings. The most appropriate form of recording is selected according to the pupils needs, for example using objects, picture, photographs, symbols and text, drawing, typing or a combination of these. All pupils develop the fundamental physical skills to be competent writers at their individual level. This can range from physiotherapy sessions, developing awareness of body and self through Tac-Pac sessions and sensory input, fine and gross motor skill development, write dance, letter formation and developing writing stamina.
Spelling is taught using the RWI phonics scheme for pupils working at a formal curriculum and the RWI spelling scheme is for pupils who are competent readers and spellers at the phonic level.
Fine motor and gross motor skills are taught alongside the adapted RWI phonics scheme for pupils working at a pre-formal curriculum (see Phonics and Early Reading policy).
Writing across the school
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EYFS
(any pupils ready for formal phonics curriculum will develop letter formation and spelling as part of their daily phonics sessions) |
Phonics 5x weekly using the multisensory pathway pre-phonics skills plan (see phonics and early reading policy) – planning to be updated when needed based on pupil progress. Focus on sound letter recognition and formation and awareness of body and self. Individual sensory and physical EHCP targets 3x weekly write dance Opportunity for work on pre-writing skills e.g. grasp and release, development of hand/eye co-ordination, developing manipulation and control, exploring different materials and tools, developing independence and self-help skills e.g. zips, buttons and pouring Fine motor and gross motor opportunities through teacher led activities and continuous provision Communication development through the use of a Total Communication approach. This includes: Intensive Interaction, PECs, Makaton, and Communication books/boards, PODD and Speech and Language Interventions. Cross curricular opportunities to develop writing skills Use of switches, sequencing boards and recording devices |
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Multisensory pathway – pre formal phonics
(any pupils ready for formal phonics curriculum will develop letter formation and spelling as part of their daily phonics sessions) |
Phonics 5x weekly using the multisensory pathway pre-phonics skills plan (see phonics and early reading policy) – planning to be updated when needed based on pupil progress. Focus on sound letter recognition and formation and awareness of body and self. Write dance 3x weekly Individualised physiotherapy programmes Individual sensory and physical EHCP targets TAC PAC sessions Rebound therapy for individual pupils At least 1x writing/fine-motor/gross-motor activity during sensory story carousel Communication developed through a variety of means including gestural, AAC, para-verbal, visual and through technologies. Through sensory stories pupils learn key skills towards English including listening, turn taking, mark making, choice making and increased levels of focusing. Cross curricular opportunities to develop writing skills Use of switches, sequencing boards and recording devices |
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Engagement pathway – pre formal phonics
(any pupils ready for formal phonics curriculum will develop letter formation and spelling as part of their daily phonics sessions) |
Phonics 5x weekly using the engagement pathway pre-phonics skills plan (see phonics and early reading policy) – planning to be updated when needed based on pupil progress. Focus on sound letter recognition and formation, fine and gross motor development. High quality text used for sensory story (3x weekly 45 minute input with writing/fine-motor targets planned for) Write dance 3x weekly Individualised physiotherapy programmes where appropriate Individual sensory and physical EHCP targets TAC PAC sessions where appropriate 1x writing/fine-motor activity and 1x independent writing/fine-motor activity during carousel over the week Communication development through the use of a Total Communication approach. This includes: Intensive Interaction, PECs, Makaton, and Communication books/boards, PODD and Speech and Language Interventions. TEACH tasks to develop fine motor skills and independence Cross curricular opportunities to develop writing skills Use of switches, sequencing boards and recording devices |
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Progression pathway and Functional pathway – formal phonics
(pre – formal phonics for individual pupils) |
Phonics 5x weekly using the RWI planning format (see appendix 3) – planning to be updated based on rate of pupil progress, this may be weekly, fortnightly, half-termly or anywhere in between. Focus on letter formation and segmenting for spelling. RWI spelling 5x weekly for pupils who are competent readers and writers at the phonics level. Children should be split into groups for phonics/spelling based on their ability and planning should be completed for each of these groups and shared with the member of staff leading that group. 3x weekly writing skills sessions Writing focus weekly through English 3x weekly English lessons with high quality text as the writing stimulus (or real world focus for functional pathway in alternating half-terms). Individualised physiotherapy programmes where appropriate Individual sensory and physical EHCP targets and cognition and learning targets Cross curricular opportunities to develop writing skills Use of switches, sequencing boards and recording devices |
Impact
For groups of functional pathway pupils, pupils will leave Kemball School with a functional English qualification (Entry level 1 – Level 1) with the writing assessment being included within this. All pupils leave Kemball with improved control, dexterity and co-ordination through the high-quality, writing provision available across all pathways.