Writing

At St Paulinus we recognise that English has an important place in education and in society. We believe that a high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others. We acknowledge the context of the children who attend our school and so prioritise spoken language and vocabulary development within our English lessons.

We deliver writing through the CUSP curriculum: explicit vocabulary instruction and a sequential literature spine are at the heart of our Writing curriculum.  Expert subject knowledge is carefully woven into each Writing module which gives teachers the opportunity to teach and rehearse key knowledge and skills before applying this learning to meaningful extended outcomes. The careful architecture of our writing curriculum ensures that pupils build on prior learning and maximise purposeful curriculum connections to become writers for life. CUSP Writing draws on and from the in depth study of core texts from the literature spine.

Handwriting

Curriculum
At St Paulinus, handwriting is taught as an essential skill that underpins communication and success across the curriculum. Beginning in EYFS with early mark-making and fine motor control, pupils move through a connected and cumulative sequence of learning, gradually developing stamina, fluency and legibility. By revisiting key skills and expectations over time, pupils make steady progress, embedding habits that support them in every subject. This coherent progression enables pupils to take pride in their written work and communicate their ideas clearly and efficiently by the time they leave primary school.

Vocabulary
Handwriting vocabulary is taught progressively and revisited across year groups. Pupils learn and apply terms such as pencil grip, posture, ascenders, descenders, cursive, join, spacing and legibility. This shared vocabulary ensures that expectations are clear and consistent across the school, supporting pupils to evaluate and improve their own work and to discuss handwriting as a discipline.

Implementation
We use the Letter-Join handwriting scheme, providing a structured and consistent approach from Year 1 to Year 6. In Year 1, pupils are introduced to accurate letter formation, while in Years 2–6 they build fluency and confidence in a joined cursive style. Handwriting sessions take place daily, and expectations are embedded across all subjects, so pupils continually apply and refine their skills. Teachers model handwriting explicitly, and feedback highlights both strengths and areas to develop. Over time, this practice ensures children develop control, fluency and pride in presentation.

Spelling, Grammar & Punctuation

Curriculum
At St Paulinus, our approach to spelling, grammar and punctuation is progressive, connected and cumulative. Starting from phonics in EYFS, pupils move through a carefully sequenced programme of learning that builds accuracy and confidence. Grammar and punctuation concepts are introduced in small steps and revisited in new contexts, ensuring understanding is secure and transferable across subjects. Spelling patterns, rules and etymology are taught systematically, with explicit links made to reading and writing. Over time, pupils develop the technical accuracy and flexibility needed to communicate effectively in both spoken and written language.

Vocabulary
A strong focus on vocabulary ensures pupils understand the language of grammar and spelling, as well as its application. Key terms such as noun, verb, adjective, clause, prefix, suffix, tense and conjunction are explicitly taught, practised and revisited in every year group. Children learn to use these words accurately when analysing texts, constructing sentences and discussing their writing. This shared vocabulary helps pupils to think and talk like writers.

Implementation
We follow the CUSP curriculum for grammar and punctuation and use Spelling Shed to support spelling. Lessons are structured and engaging, combining direct instruction with opportunities for children to apply skills in writing. Retrieval and review activities ensure learning is cumulative, with previously taught content revisited and embedded. Alan Peat sentence types are integrated into writing lessons to encourage purposeful and creative application. Teachers use assessment and feedback to identify gaps and ensure pupils are continually supported and challenged.