Transcription

We recognise that fluent transcription allows pupils to devote greater cognitive attention to composition.

For this reason, spelling, handwriting and dictation are explicitly taught throughout the school.

Handwriting

We recognise that handwriting is an essential component of successful writing. The DfE Writing Framework states that fluent transcription, including handwriting, reduces the cognitive demands placed upon pupils, allowing them to devote greater attention to composition, vocabulary choices and communicating meaning effectively.

The framework highlights that pupils should develop handwriting to the point where letter formation, joins and presentation become increasingly automatic. When this level of automaticity is achieved, pupils are able to focus more effectively on the content and quality of their writing.

At Repton Primary School, handwriting is therefore taught explicitly and practised regularly throughout the school.

Handwriting Expectations

In line with National Curriculum expectations, pupils are taught to:

EYFS

• Develop gross and fine motor control.
• Form recognisable letters accurately.
• Develop correct pencil grip and posture.
• Begin to form letters correctly and consistently.

Year 1

• Sit correctly at a table and hold a pencil comfortably and correctly.
• Begin to form lower-case and capital letters correctly.
• Form digits 0-9 accurately.
• Understand which letters belong to which handwriting families.

Year 2

• Form letters of the correct size relative to one another.
• Begin using some diagonal and horizontal joins where appropriate.
• Develop increased consistency and confidence in letter formation.

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Lower Key Stage 2

• Use joined handwriting throughout independent writing.
• Develop greater consistency, fluency and legibility.
• Increase writing speed whilst maintaining accuracy.

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Upper Key Stage 2

• Write fluently, legibly and with increasing speed.
• Choose a handwriting style appropriate for the task.
• Demonstrate automaticity in transcription to support extended composition.

Our Handwriting Approach

Classes aim to teach handwriting between three and five times each week in addition to expectations for presentation across the wider curriculum.

Handwriting lessons follow the 8 Week Fix It Programme, which is used consistently across the school and revisited throughout the year. This cyclical approach enables pupils to continually practise and refine key handwriting movements, joins and letter formations.

Sessions focus on:

• Correct letter formation
• Letter families and patterns
• Consistent sizing and orientation
• Joins and fluency
• Writing stamina
• Presentation
• Automaticity

Teaching handwriting through letter families and movement patterns supports children in developing efficient motor pathways. Regular practice enables handwriting skills to become increasingly automatic and fluent, reducing cognitive load during independent writing.

Teachers maintain high expectations for presentation across all curriculum areas and encourage pupils to take pride in their written work.

Supporting pupils with SEND

We recognise that handwriting can present a significant challenge for some pupils, particularly those with identified SEND needs affecting fine motor control, motor planning, working memory or physical development.

Whilst all pupils are encouraged to make progress from their individual starting points, we recognise that a fully cursive handwriting style may not be achievable or appropriate for every learner.

Where necessary, teachers may provide:

• Additional adult support
• Fine motor interventions
• Alternative handwriting resources
• Adapted expectations
• Additional practice opportunities
• Pencil grips or specialist equipment
• Alternative methods of recording
• Assistive technology where appropriate

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For some pupils, the priority may be developing a legible and functional handwriting style rather than achieving full cursive fluency.

As with all aspects of our curriculum, reasonable adjustments may be made to ensure pupils can access learning successfully whilst continuing to develop independence, confidence and self-esteem as writers.

Through regular spelling instruction, handwriting practice and dictation activities, pupils develop increasingly fluent transcription skills. As automaticity develops, cognitive resources can be directed towards the higher-level demands of composition, vocabulary selection and communicating meaning effectively.