Priority 1

• S.R and C.B attended the Book Fizz Helen Bowen project, gaining valuable insights into developing high-quality writing opportunities through rich texts. Key messages and strategies from the session have been shared with all teaching staff to support consistency of practice across the school.
  
  

• Planning has begun for the January whole-school writing focus on Once Upon a Snowstorm. Each class will engage with the text for three weeks, producing writing in different genres to broaden pupils’ writing experiences and strengthen progression across year groups.
  
  

• Development writing checklists have been distributed to all teaching staff to support clarity of expectations, ensure age-appropriate progression, and provide a consistent framework for supporting and assessing writing across the school.
  
  

Next Steps:

• Support staff to implement the genre-based writing outcomes in January, ensuring progression and challenge.

• Monitor the use of the writing development checklists across classes.

• Evaluate the impact of the whole-school writing project on pupil outcomes later in the spring term.

• Staff have an improved understanding of high-quality writing pedagogy through the Helen Bowen Book Fizz project, leading to greater consistency in how writing is taught across the school.
  
  

• Sharing the training messages has strengthened whole-staff confidence and aligned expectations for planning, modelling, and developing writing outcomes.
  
  

• The planned whole-school text (Once Upon a Snowstorm) will create a cohesive and purposeful approach to writing, ensuring all pupils experience high-quality literature and a broad range of genres.
  
  

• The use of the development writing checklists is supporting teachers in identifying next steps more accurately, leading to clearer progression and more targeted support for pupils’ writing development.

Ongoing

• In January, a whole-school writing focus on Once Upon a Snowstorm was delivered. Each class engaged with this picture book for three weeks, producing writing in different genres to broaden pupils’ writing experiences and strengthen progression across year groups. The feedback from the staff and pupils on this writing project was very positive and we have agreed on a whole school text for the Summer term 'Every Child a Song' which links to the Children's Rights. The PTA have kindly purchased the books for this project.  

• Development writing checklists have been distributed to all teaching staff to support clarity of expectations, ensure age-appropriate progression, and provide a consistent framework for supporting and assessing writing across the school. 

• S.R, C.B and the LLC Link Governors (C.C & I.K) carried out a learning walk on 26th February focusing on the SDP action point  'Provide varied writing tasks where pupils must apply taught grammar and vocabulary'. This learning walk was very positive and feedback will be shared in the Governors Meeting. 

• Developmentally appropriate fine manipulative activity ideas have been researched and planned for across the school, this is to be shared with the teaching staff for their input in our next staff meeting. Cath, SIA delivered a staff meeting on fine manipulative skills in January 2026 and how this can be planned for across the school to develop writing.  

• The whole-school book approach ensures writing skills build progressively from one year group to the next. The picture book text allowed this to be open to interpretation, allowing for pupils to think and write creatively. One child commented that the book was like 'a puzzle'. 

• Pupils are getting more opportunities to use advanced grammar and new words in different types of writing. 

• Teachers now have a uniform "roadmap" (checklists) to assess writing accurately and set age-appropriate goals. We will continue to assess the impact of these in the Summer term. 

• Learning walks by Governors ensure that the School Development Plan action is evident in the classroom. 

• Governor Learning Walk Report 25.2.2026

• LLC AOLE Leads Learning Walk Report 26.2.2026

Ongoing

• In April, the LLC AOLE leads carried out a book review along with Governors and our SIA, Cath. The focus of this book review was to identify if learners had the opportunities through varied writing tasks where pupils must apply taught grammar and vocabulary.  This book review identified that pupils are given a wide range of opportunities to write for a purpose and clear progression was noticed across the school. LLC Book Review Report.

• Following this, writing targets has been discussed in a staff meeting and the whole school will adopt a bookmark style approach to writing targets in September. Targets will be broken down into small steps to ensure they are achieveable for the child. 

• This summer term, the Book Fizz Project continued and the whole school focused on the text 'Every Child a Song'. This text focused upon Children's Rights and linked very well with Priority 3 of the SDP. The writing evidence following this project clearly shows a high standard of written work being produced by the children with correct grammar, a wide range of vocabulary and accuracy within their spellings. 

• The effectiveness of the Read, Write, Inc Spelling programme was discussed in the staff meeting and we agreed that this is having a positive effect on children's ability to spell with accuracy. It was agreed by all staff that we will continue to use this programme along with the access to the online resource on Oxford Owl to introduce spelling patterns to the children interactively. Children's views will also be sought on this during this Summer term. 

• As a staff, we discussed the range of spelling strategies that we currently use in our classes. These have been collated and will be used to create a progressive spelling strategy document to support the teaching of spelling not just in Language sessions but across all areas of learning. This document will also be shared with parents to enable them to support their child with spellings at home. 

• The progressive writing statements that were diseminated to teaching staff in the Autumn term have been reviewed during a staff meeting. Staff feel these need amending to suit our writing expectations at Ysgol Abermorddu. Therefore, amendments will be undertaken this Summer term and all teaching staff will have an input into this. 

• C.B is attending two courses online this Summer term which links with writing in the Early Years - 'The Message Centre' and 'The Drawing Club'. 

• Book review findings confirmed that pupils are provided with a wide range of purposeful writing opportunities, demonstrating clear progression in writing skills across the school.

• Evidence showed that learners are increasingly able to apply taught grammar and vocabulary independently within varied writing contexts.

• The introduction of bookmark-style writing targets from September will provide pupils with clear, manageable next steps, supporting greater ownership of learning and improved progress in writing.

• The whole-school focus on Every Child a Song through the Book Fizz Project resulted in high-quality written outcomes, with pupils demonstrating accurate grammar, ambitious vocabulary choices and improved spelling accuracy.

• The Book Fizz project also strengthened learners' understanding of Children's Rights while supporting Priority 3 of the School Development Plan. Every Child A Song Evidence

• Continued implementation of the Read, Write, Inc. Spelling programme is having a positive impact on spelling accuracy, as recognised by staff across the school.

• The use of interactive spelling resources through Oxford Owl is enhancing pupil engagement and supporting the effective teaching of spelling patterns.

• The development of a progressive spelling strategy document will promote consistency in spelling approaches across all Areas of Learning and Experience, leading to improved spelling outcomes throughout the curriculum.

• Sharing spelling strategies with parents will strengthen home-school partnerships and enable greater support for pupils' spelling development outside school.

• The review and refinement of progressive writing statements will ensure writing expectations are aligned with the school's vision and provide greater consistency in assessment and progression.

• Professional learning opportunities in Early Years writing, including The Message Centre and The Drawing Club, will further enhance staff expertise and support the development of early writing skills and engagement among younger learners.

• Seeking pupil voice regarding spelling provision will help ensure teaching approaches remain responsive to learners' needs and preferences, supporting continued improvement.

Ongoing