This week, we launched our "I Am a Clever Writer" (IAACW) skills-based approach to writing for Years 1, 4, 5, and 6. Now, all pupils in Years 1-6 are benefiting from this method, which includes 'live marking' or what we call 'checking for understanding'—immediate corrections to enhance learning and improve writing skills.

This approach, with its focus on live marking and personalised support, will benefit all pupils.

Take a look at the images below to see the improvements our Year 2 and 3 pupils have made in just a few weeks. We are very proud of the children and what they have achieved and can't wait to see what pupils in other year groups are able to do.

The Benefits of Live Marking (Checking for understanding)

• Immediate correction: Teachers correct mistakes on the spot, helping pupils understand and fix errors right away (this will include rubbing out errors). When a pupil makes a mistake, such as forming a letter incorrectly, addressing it right away helps them understand and correct the error immediately. This prevents the mistake from becoming a habit.

• Active learning: Pupils engage more by participating in real-time corrections, making learning more effective and enjoyable.
• Memory and retention: Immediate feedback helps pupils remember the correct methods better. This is because the brain processes and stores information more effectively when it is corrected and reinforced immediately.
• Confidence building: Seeing progress in real-time boosts pupils' confidence and encourages a growth mindset. Pupils understand that making mistakes is a part of learning
• Personalised feedback: Teachers provide tailored feedback to address each pupil's specific needs.

Supporting Pupils with Dyslexia

We recognise the unique challenges faced by pupils with dyslexia, particularly in spelling and handwriting. Our IAACW approach supports pupils with dyslexia, focusing on spelling and handwriting to improve their skills and confidence.

Spelling and handwriting practice reinforce each other. By practicing both skills regularly, pupils can make significant improvements over time.

Whereas the IAACW approach is based on pupils meeting all of the key skills for their age, because this helps us identify any gaps and plan to address them,  at the end of key stage 2 (Year 6), pupils are assessed on a range of writing skills. While the goal is for pupils to demonstrate proficiency across all areas, it is recognised that they may have one gap in their skills or knowledge and still meet the expected standard. This holistic assessment approach ensures that pupils are evaluated on their overall writing ability, acknowledging their strengths and areas for improvement.