Writing

At Herons Dale, Writing enables pupils to communicate meaning, record experiences and express their ideas, choices and identities. We recognise pupils as writers from their earliest intentional responses and marks. Writing therefore develops from sensory exploration, physical control and purposeful mark making towards symbols, words, sentences and increasingly independent composition.

Our school-written Writing Continuum describes this journey across developmental stages. It helps staff identify each pupil’s current profile and plan the next meaningful step rather than judging writing only by age or the amount produced. For appropriate formal learners, Pathways to Write provides structured opportunities to write for different purposes and audiences.

Writing is adapted through Total Communication, modelling, symbols, Colourful Semantics, sensory experiences and assistive technology. Staff consider posture, stability, reach, grasp, visual access and fatigue. Pencil grips, adapted writing tools, sloping boards, Clicker, laptops, eye gaze, switches and other recording methods allow pupils to demonstrate composition when handwriting would otherwise restrict them. The Colourful Semantics progression is being developed with speech and language input to strengthen sentence construction consistently across the school.

How Writing Develops Across Our Pathways

Discoverers

Our youngest and most complex learners explore movement, texture, sound and mark making through play and sensory experiences. Pupils develop awareness that their actions can leave a trace or communicate a response. Adults recognise eye gaze, gesture, choice, movement and intentional marks as early forms of authorship and help pupils repeat actions with growing purpose.

Explorers

Pupils develop control and intentionality through a wide range of tools and surfaces. They make choices, create and repeat marks, respond to symbols or pictures and begin to assign meaning to what they produce. Communication systems and adult modelling support pupils to contribute ideas and take greater ownership of the finished outcome.

Adventurers and Voyagers

Pupils increasingly use symbols, letters, words and sentences to communicate for a purpose. They develop composition and transcription alongside one another, using phonics, Colourful Semantics and adapted Pathways to Write approaches where appropriate. They learn to sequence ideas, expand sentences and use writing across curriculum contexts.

Pioneers

Formal learners plan, compose, revise and present writing for different audiences and purposes. Through Pathways to Write and wider curriculum opportunities, they develop vocabulary, sentence structure, spelling, handwriting or keyboard skills, punctuation and organisation. Pupils become increasingly independent in making choices and evaluating their work.

Navigators

Pupils in the Navigator cohort access flexible writing routes according to their developmental profile, physical access and readiness. High-interest themes, practical experiences, visual structure and alternative recording methods support engagement. Writing grows from meaningful experiences and real purposes, including menus, lists, signs, messages and reflections. Tasks are carefully structured and personalised so that pupils can communicate ideas, express feelings and experience success as authors without unnecessary cognitive demand.

What Pupils Learn

Across the school, pupils learn to:

  • explore movement, materials and tools used for mark making
  • develop posture, coordination, grasp and control for recording
  • make intentional marks and communicate the meaning they hold
  • use pictures, symbols, letters, words and sentences to express ideas
  • develop spoken and written sentence structure through approaches such as Colourful Semantics
  • apply phonics and spelling knowledge where appropriate
  • compose for different purposes, including stories, labels, lists, instructions and recounts
  • organise, review and improve writing with increasing independence
  • use handwriting, keyboards or assistive technology according to need
  • develop confidence, choice and ownership as writers.

Cultural Capital and Enrichment

Writing is enriched through high-quality texts, sensory stories, role play, music, art, photography, visitors, trips and shared school experiences. These provide pupils with ideas and genuine reasons to communicate. Pupils may create labels, signs, stories, observations, displays, messages and records that other people can read or respond to.

Texts and writing stimuli introduce different voices, cultures, settings and experiences. Staff select materials that reflect the diversity of the school community and enable pupils to draw on their own interests and identities. Technology widens participation and allows pupils’ work to be shared and celebrated in accessible forms.

Preparing for Adulthood and British Values

Writing supports adult life by enabling pupils to express choices, communicate needs, record information and complete everyday tasks. Functional opportunities such as creating lists, following or writing instructions, completing forms, sending messages and using digital tools build independence and self-advocacy.

Writing also gives pupils a voice. They learn to communicate opinions, describe experiences and express feelings through methods that are accessible to them. Sharing work and responding to others develops respect for different ideas, confidence in self-expression and participation in the life of the school and wider community.

Skip to content