Building the Foundations for Fluent Writing

The Eaves Way to Handwriting

Phonics and Writing in EYFS and Key Stage 1

At Eaves Primary School, we use Little Wandle alongside Ready Steady Write from EYFS to Year 2. Together, these programmes provide children with a coherent and carefully sequenced journey through the early stages of reading and writing.

Little Wandle provides our systematic approach to teaching phonics. Children learn the relationships between sounds and letters, accurate letter formation and how to use their growing phonic knowledge to read and spell words. Regular assessment and additional “keep-up” support ensure that children receive timely help and are supported to keep pace with the programme.

Ready Steady Write builds upon these essential foundations by immersing children in high-quality literature and meaningful writing opportunities. Through engaging books, experiences and carefully modelled teaching, children learn how to generate ideas, rehearse sentences orally and write for a range of purposes and audiences. Vocabulary, grammar, punctuation and composition are taught explicitly and progressively within purposeful units of writing.

We have chosen these programmes because they have distinct but complementary roles. Little Wandle gives children the secure phonic knowledge they need to decode, read and spell, while Ready Steady Write teaches them how to use these foundations to communicate their ideas effectively in writing. Teachers make explicit connections between the sounds, graphemes and spelling patterns taught in phonics and the words children use within their writing.

This joined-up approach reduces unnecessary cognitive demands and allows children to develop confidence, independence and fluency. It ensures that the teaching of phonics, spelling, handwriting and composition works together, providing every child with strong foundations for future success in literacy.

Through consistent routines, explicit modelling, purposeful practice and high expectations, we support every child to become an enthusiastic reader and a confident, capable writer.

Handwriting in Key Stage 2

In Key Stage 2, we use Ready Steady Handwrite to build upon the secure foundations established in EYFS and Key Stage 1. The programme provides a consistent and carefully sequenced approach through which pupils develop increasingly fluent, legible and efficient handwriting.

By this stage, handwriting is not simply about neat presentation. It is an essential transcription skill that affects how successfully children can record and communicate their ideas. If pupils must concentrate heavily on forming or joining letters, less working memory is available for spelling, vocabulary, grammar and composition. Ready Steady Handwrite therefore places a strong emphasis on developing automaticity so that handwriting supports rather than restricts pupils’ writing.

Through short, regular sessions, pupils revisit and refine letter formation, learn appropriately sequenced joins and apply these within increasingly challenging words. From Years 3 to 6, handwriting practice incorporates common-exception words and statutory spelling vocabulary, enabling handwriting and spelling knowledge to reinforce one another.

The programme also develops:

• consistent letter size, proportion and orientation;

• accurate spacing between letters and words;

• appropriate use of diagonal and horizontal joins;

• fluency, rhythm and writing speed;

• stamina for sustained writing;

• appropriate posture, pencil grip and paper position; and

• the ability to select a joined or unjoined style according to the task.

Teachers explicitly model handwriting and provide immediate feedback so that inefficient movements or misconceptions can be corrected before they become embedded. Regular assessment helps staff identify pupils who require further practice, adaptation or targeted support through Ready Steady Handwrite: Go.

We have chosen Ready Steady Handwrite because it complements our use of Ready Steady Write and supports a coherent whole-school approach to transcription and composition. Children encounter consistent terminology, routines and expectations while applying their handwriting within meaningful writing across English and the wider curriculum.

Our aim is that every pupil leaves Eaves able to write comfortably, legibly and with sufficient speed and automaticity to express increasingly sophisticated ideas. This reflects our commitment to ensuring that handwriting becomes a confident and effective tool for learning.

Printed Font

Children are exposed to a wide range of printed fonts and text styles. This is important in supporting reading development and helps children recognise letters and words in different formats, sizes, and contexts.

Pencil Grip and Posture

Children are taught and encouraged to use the tripod grip. Pencils should be held lightly between the thumb and forefinger, approximately 3cm from the point, with the middle finger providing additional support.

Children are also taught the importance of good posture. They should be sitting comfortably with both feet flat on the floor, with the paper positioned appropriately for their writing hand.

Left-Handed Children

Left-handed children are supported to use the tripod grip. During handwriting sessions, seating arrangements are carefully considered so that right-handed children are not seated on the left-hand side of a left-handed child. This helps to prevent elbows colliding and allows children to write comfortably and confidently.

Introducing Joined Handwriting

When children are confident in forming letters accurately, they move on to joining their handwriting. This is usually introduced during Year Two, although this may be earlier or later depending on individual readiness.

Pens are introduced once children can join their handwriting fluently and with control. By the end of Year Six, all pupils are expected to be able to write fluently using joined handwriting to meet the age-related expectations of the National Curriculum.

Assessment and Support

Handwriting is assessed on an ongoing basis by class teachers as part of everyday classroom practice. Children who experience difficulties with handwriting are supported through targeted guidance, modelling, and additional practice during handwriting sessions.

Our aim is for every child to develop confidence, fluency, and pride in their handwriting.

Our Handwriting Curriculum

Our handwriting curriculum is systematic, inclusive and cumulative, beginning in Nursery and continuing through to Year 6.

Inclusion and Support

At Eaves barriers to handwriting are identified early.

Support may include:

• Targeted fine and gross motor interventions

• Adapted equipment and writing tools

• Additional modelling and guided practice

• Personalised adjustments for pupils with SEND

Our inclusive approach ensures that every child experiences success, builds confidence and takes pride in their written work.

The Three Ps: Foundations for Successful Handwriting

Why Handwriting Matters

Research and inspection evidence are clear:
When handwriting becomes automatic, children can think more deeply about what they want to say rather than how to write it.

By securing strong handwriting foundations early, Eaves equips pupils with the skills, stamina and confidence to write independently, fluently and with purpose — now and in the future.