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Our approach to teaching reading at Beech Hill
At Beech Hill, we aim for every child to develop a love of English and feel confident in reading, writing, and expressing themselves. Our goal is for pupils to become fluent, independent writers who can communicate effectively for a variety of purposes and audiences.
Curriculum intent, implementation, impact (pdf)
Talk for writing (TfW)
To support writing development, we follow the Talk for Writing (TfW) approach throughout the school. This structured and cumulative method helps children build confidence in both reading and writing. Through techniques like ‘talking the text’ and close reading, pupils internalise language patterns that improve their understanding and composition. The process moves from guided practice to independent writing, enabling pupils to write creatively, purposefully and with increasing confidence across different subjects and audiences.
TfW overview (pdf)
Tiered approach to the teaching and learning of writing:
- Baseline assessment and planning - 'cold' task
- Imitation phase
- Innovation phase
- Independent application and invention - 'hot' task
- Final assessment - building on progression
For more information, click here.
Writing in Nursery and Reception
In Early Years there are writing opportunities within all areas in our provision including a range of mediums that are available for pupils to select, scribe and mark make across our nursery and reception classrooms. During Rocket Phonics lessons, pupils are taught the phonemes (the sounds that letters make) and how to form the letters accurately. Our pupils are taught shared writing, pupils generate ideas through speaking and listening activities and practice writing their ideas. Writing is taught based on current learning that has taken place for a purpose. Throughout our Early Years, communication, language and comprehension is developed through play and storytelling sessions.
Handwriting
Good handwriting begins with good habits. From the very start of school, pupils are taught correct letter formation, pencil grip, and posture. In Key Stages 1 and 2, we use the PenPals handwriting scheme to support clear progression in developing a legible and fluent style. All staff model the school’s handwriting style in marking, displays, and classroom work.
Penpals information for parents
Spelling
We use the ‘No-Nonsense Spelling’ programme to teach spelling. This approach emphasises understanding and applying spelling rules in context, rather than simply memorising word lists. Research consistently shows that exploring spelling patterns and rules in depth leads to more effective learning than rote memorisation.
That said, some words are simply useful to know by heart. Below, you’ll find lists of the 200 most frequently used words in English, along with the DfE statutory spelling lists for KS1, Years 3 and 4, and Years 5 and 6. We encourage parents to help their children regularly practise and review these words to build confidence and accuracy in spelling.
You can also click here to access a helpful spelling grid with a variety of fun and effective ways to practise spellings at home.
Assessment of Writing
Writing is continuously assessed through daily teaching, with formal assessments conducted termly by class teachers. Pupils’ independent writing is evaluated against both our writing curriculum and national curriculum expectations to ensure consistency and progression across a broad range of genres.