Bradley Barton Primary School and Nursery All inspired to learn and inspired learning for all.


Progression Map for READING

Progression map for WRITING


The intent for writing at Bradley Barton is to ensure that children leave primary school with a secure knowledge of the grammatical structures that make up a sentence. They should draw upon their reading to produce creative and imaginative pieces of writing suited to a range of different genres acknowledging that writing is a pleasurable struggle.

We strive to help our children develop into articulate and imaginative communicators, who are well-equipped with the basic skills they need to become life-long learners; English learning is key in this. We aim to ensure all of our children develop a genuine love of language and the written word, through a text-based approach. We encourage our children to reflect upon their writing and consider ways in which to edit and improve, understanding that mistakes are to be celebrated and utilised. Careful links are made across the curriculum to ensure that children’s English learning is relevant and meaningful: where possible linking our reading, writing and the topic that we are covering in History and Geography. We ensure that children develop an understanding of how widely writing is used in everyday life and, therefore, how important and useful the skills are that they are learning. Our intentions in writing are for children to: Write for a purpose, See themselves as real writers, Take ownership of their writing , see writing as an interesting and enjoyable process, acquire the ability to organise, plan and edit their written work.

For reading, we intend to  create a whole school reading culture where children are exposed to a wide range of high-quality texts through the VIPERS framework. Children will have the exposure and opportunity to browse various forms of literature, as well as structured teacher-led opportunities to enhance knowledge and skill progression. Our aim is to build in opportunities for the children to develop preferences in reading and for pupils to choose to read for pleasure. Children will be able to recognise authors from a variety of genres and styles of reading that individuals enjoy by engaging in book discussions in a range of contexts, alongside peers and staff. Classes will be encouraged to share and recommend a range of books, as well as explaining their preferences and why. Tools are provided which enable children to use phonetic knowledge to decode and understand challenging words and texts.  




In EYFS, writing starts in Nursery with mark making. Mark making can take many forms: writing with chalks, paint, in sand and with large scale movements on the wall or floor. ‘Writing’ starts with children making marks with pens, maybe 'writing' shopping lists, postcards, birthday cards or making marks to represent the letters in their name. Children will then start copying the correct letters in their name.

School starter children will be introduced to our Read Write inc programme. They will learn letter shapes and begin to identify sounds. This will support them in writing initial sounds and simple words such as 'dog' and 'cat.'

From Nursery through to Reception, children are taught Literacy through a three part sequence. They will read as a reader, read as a writer and write as an author. Children focus on a high quality text to inspire their writing and end each sequence by completing a progress write. Writing targets are individual and shared with each child. They work towards their targets through a combination of adult and child led activities. 

 By the end of Reception, children will be using their phonic knowledge to write labels, captions, sentences and short narrative stories. 


Y1 – Y6


From Year 1 to Year 6, writing is taught through a text-based writing scheme. The scheme follows three weeks: Week 1, they will be 'Reading as a reader,' Week 2: 'Reading as a writer' and Week 3: 'Writing as an author'.  At the end of unit the children complete a 'hot write' where the children independently write this text to show the progress they have made throughout the unit of work.


Guided Reading


In EYFS, KS1 and parts of KS2, reading starts with phonics which is taught using the Read, Write Inc. programme. Each EYFS, Year 1 and Year 2 class sets children in groups, across the year groups, and teachers and LSAs use the Read, Write planning and online resources to deliver a tailored phonics programme. Children are grouped according to their phonics ability and are assessed in a six weekly cycle. Also, children are given home reading books which directly align to the book they have been learning in their phonics group, so that they can read this independently at home. 


From Year 3 onwards, discrete guided reading is also taught for 20-30 at least 3 times a week. During these sessions, teachers use the opportunity to listen to the children read. In the other sessions, the children complete reading related activities usually independently. Guided reading sessions should aim to teach the comprehension and decoding skills required to achieve ARE expectations ( detailed in National Curriculum). At times, additional guided reading sessions are provided through our Fresh Start provision and 1:1 reading opportunities to ensure independent application and to develop comprehension skills.



Grammar and spelling planning


We use ‘No nonsense’ spelling plans from Year 1 upwards to inform our teaching. Grammar is incorporated into writing lessons and sometimes explicit grammar teaching happens. Additionally, from Year 2 upwards, each class has at least three 20 minute spelling lessons a week. Spelling is currently of high priority at Bradley Barton, so this is focussed upon wherever possible and the teachers set high expectations for this.




Handwriting is taught frequently across the school. The children are expected to write in a fluent cursive style from Year 2 upwards, unless a child has a specific handwriting difficulty. If you would like to support your child in this area, please see the handwriting link at the bottom of the page. Children earn their pen license when their handwriting reaches a high, consistent standard. 


Independent reading at home/school:


All classes have a book corner which children are able to access in order to select books for choice and ‘reading for pleasure’.

Children also have choice from additional reading books from the library which they choose for pleasure.

Teachers should make sure that they include a culturally diverse text / historical text as this is an opportunity to grow and develop knowledge and understanding of the world.



In most classes, teachers measure impact in writing by completing a Hot Write every 3 weeks. This Hot Write is assessed according to the Evidence Gathering Grids which inform the assessment grades. This assessment will then go onto support the planning of the next three week unit. Alongside this, data is collected termly so that teachers can notice and respond to trends and put in place supportive interventions intended to support or challenge the children. 

For reading, opportunities for reading with the teachers are provided. This enables teachers to record the impact of the lessons and the children's level of fluency. Comprehension is assessed during the lessons, using the children's written and spoken answers as well as PIRA tests which are completed termly. 

For RWI and Fresh start, impact is measured every 6 weeks, in accordance with the program structure. 

The main impact of our literacy program is that the children leave Bradley Barton as confident and competent readers and writers who have the literacy skills needed to access their secondary education and future careers.