“Pupils can gain great satisfaction and pleasure in learning how to write if the teaching is explicit, cumulative and engaging. As they see progress and sense growing competence, their motivation to improve increases. Gaining a new skill becomes a source of pride, in the same way as learning to play a musical instrument. It gives them freedom to express their ideas without being hampered by an uncomfortable pencil grip, poor letter formation or inaccurate spelling.” 

(Writing Framework 2025)

Here at St. Andrew's Church of England Primary School Good we know that handwriting increases children’s motivation: their belief in themselves as writers is predicated on this, particularly in their first years at school. Writing involves many processes, so having fluent handwriting is one less thing to think about.

Pupils are taught handwriting precisely, in a clearly sequenced progression, starting from reception, to support their gradual acquisition of skills. We do this using the Read Write Inc approach, including Letter Village from Year 1.

Our school staff expect consistently high standards, making sure pupils practise handwriting regularly and consistently to develop and maintain fluency and legibility. Handwriting is taught daily.

However, asking children to copy from the board or book, trace around dotted letters or practise without supervision, can hinder their ability to build a strong mental model of the movement patterns that underpin letter formation: pupils may not pay attention to how letters and joins are formed and thus continue with the same poor formation. Therefore, using the Letter Village approach, we never ask children to copy letters, joins or words. Copying results in children writing what they think they see – often starting in the wrong place or writing an approximation of the letter or join.

Handwriting is taught effectively to the whole class, with additional support during practice time for those who need it. We teach handwriting progressively using our ‘Strong Foundations’ tracking system. Teachers then identify children that need further practice and further support e.g. during lessons, during extra handwriting opportunities and in the virtual learning areas in classrooms.

To avoid children practising and reinforcing incorrect letter formation, teaching is consolidated before moving on. Teachers’ own handwriting provides a model of high standards, across the curriculum and not just in handwriting lessons, but particularly when pupils are learning to write.

At St. Andrew's Church of England Primary School we use the Read Write Inc. Handwriting approach.

Stage 2 begins during Year 1. Children learn the relative size of letters and to form letters that will flow easily into a joined style.

Stage 3 follows straight on. Children learn how to join letters using two basic joins – the ‘bridge’ join, the ‘hill’ join and the two variations on each.

Stage 4 helps children develop a mature and speedy style.

Progress is measured through our 'Strong Foundations' Tracking System. Some children will also carry out extra Handwriting sessions in the Virtual Learning areas.

How can you help your child with their handwriting at home?

Below you will find links to home-learning Letter Village QR codes. These QR codes are also shared with you at your Autumn 'Meet the Teacher' evening. These QR codes will take you directly to the Letter Village video.

Below you will find the Autumn Term QR codes for this academic year.

Each term, your child will come home with a new set of QR codes for the term ahead.

Please also see the Examples of letter formations and joins from Stage 1 to Stage 4 below.

To help your child with handwriting at home using our Letter Village approach, focus on short, engaging, daily practice that uses memorable visual cues and stories rather than mindless copying.

Core Setup & Posture (to match our St. Andrew's Church of England Primary School approach)

• Check the seating: Make sure their feet touch the floor or a footrest so their body is stable.

• Pencil grip: Encourage a comfortable tripod grip early on using triangular pencils or grips if needed. 

• Keep it brief: Do just 5 to 10 minutes a day. Consistency beats long, frustrating sessions.

Using the Letter Village Approach

• Visual stories: Use the animated films or picture cues from Ruth Miskin Literacy to help them visualise how a letter is formed instead of just telling them to copy.

• Say the mnemonic: Connect the sound and the picture/story every time they write the letter (e.g., starting at the right spot and following the verbal prompt like "round the apple, down the leaf" for a).

• Start in the right place: Never let them start a letter from the bottom or wrong direction; teach them the correct starting point from day one.

Fun, Low-Pressure Practice Ideas

• Air writing and gross motor: Act out letter shapes in the air or dance them out large before putting pencil to paper.

• Tactile surfaces: Practice forming letters in a tray of sand, salt, or shaving cream so mistakes can be easily wiped away.

• Match the school style: Click on the QR codes (home-learning links below) to ensure that you are using our school letter formation and joins.