The Department for Education (DfE) has published a new ‘phonics-inspired’ writing framework for primary schools, though it is set to be revised – potentially in less than 6 months from now.
Launching the ‘first-of-its-kind’ non-statutory guidance last week, the DfE said it will build on ‘the success of the government’s reading framework and its focus on phonics teaching, which has seen 100,000 more children every year build strong foundations in reading’. The writing framework will be a ‘first step towards transforming how writing is taught, with those with lower attainment set to benefit most, so no child is left behind.’
However, due to the government’s ongoing curriculum review, the framework is likely to undergo revisions later this year. The framework document states: ‘While acknowledging that changes to the current statutory national curriculum and statutory assessments may soon follow, we do not intend to pre-empt the findings of the review,’ adding, ‘Once the final review report is published, we will publish a revised version of this writing framework to align it to the revised national curriculum.’
The framework encourages schools to prioritise handwriting and encourage children to speak out loud, as well as placing a ‘renewed focus’ on the reception year. A summary document, published alongside the full framework, calls the reception year ‘vital’ in building ‘the foundations that support pupils’ writing throughout primary school and underpin their future success’. However, while teaching handwriting and spelling from the reception year is ‘crucial’ to ensuring these skills can become automatic for children, they ‘should not be expected to write at length before they are ready’. It also notes that spoken language can be important for writing, and that pupils should ‘compose orally while they are developing their transcription skills’.
The framework also says that leaders should be responsible for establishing a positive writing culture, developing a well-sequenced curriculum and ensuring that all teachers are trained to teach writing. Pupils who need additional support with writing should be identified as early as possible, with teaching adapted to make it accessible, and pupils given more time and practice so that they can make good progress.
The DfE says the framework has been drafted with expert guidance from a range of sector experts including academics, leading practitioners and organisations. Sonia Thompson, Headteacher and Director of St Matthew’s Research School in Birmingham, said: ‘The Writing Framework is designed to provide teachers and leaders with evidence informed tools and reflection points. It is not a checklist but a guide for improving confidence and practice, which will lead to improved pupil writing outcomes.’
Ross Young, co-founder of The Writing For Pleasure Centre, which was invited to contribute to the framework, commented: ‘While it doesn’t always align with the best available research, I believe there’s much to celebrate in this new framework. It represents a shift toward a more motivating and evidence-based approach to writing.’
Education Secretary Bridget Phillipson said: ‘Far too many children are leaving school unable to write well, holding them back from future success. Our new writing framework is a first step towards transforming how writing is taught in primary schools, as we work to boost outcomes for disadvantaged children and those with SEND, and deliver on our Plan for Change.’
The revised version of the framework may well be in place for the start of 2026, which will be the National Year of Reading, aiming to ‘unite parents, schools, libraries and businesses to get people reading and help reverse the decline in reading for pleasure and boost children’s literacy skills.’
The full framework is available here: https://tinyurl.com/mrxs8djb and a summary document can be found here: https://tinyurl.com/58b8crhc