Improving writing and reducing the gap between attainment in reading and writing remains a significant challenge facing schools and children in terms of raising further standards of attainment in English by the end of Key Stage 2. Within the overall issue of raising attainment in writing, there is a particular issue about raising the attainment of boys in writing and addressing underperformance in writing for individuals and groups of children. This document seeks to support schools in addressing this issue.

When focusing on improving writing, it is important to remember the interdependence of the four aspects of communication: speaking, listening, reading and writing. Speaking and listening, as well as being important skills in their own right, underpin reading and writing development.

Most children try out ideas in talk long before they are able to try to pin them down in writing. Reading aloud helps children to become familiar with the cadences and uses of English. For many children expressing ideas orally is easier than in writing, where it is more complicated to orchestrate all the necessary skills. The discipline of writing, which involves precision and clear articulation of meaning for a distant reader, aids clarity in oral communication, too. Reading gives children models of language, and discussion of texts helps them to take such language into their own repertoire. So, speaking and listening, reading and writing are not only interdependent, but also mutually enhancing. (Ref: 0626-2003)

There is a growing evidence base of 'what works' in supporting children's writing development and the references below all provide accessible, 'tried and tested' and relevant guidance to support you in improving the teaching of writing in your context.

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