The government's 150-page guidance on teaching writing — broken down for parents and educators
Based on the DfE Writing Framework, July 2025
In July 2025, the Department for Education published The Writing Framework — 150 pages of guidance on how primary schools should teach writing, from reception through to Year 6 and beyond.
We've read all 150 pages so you don't have to. Below you'll find the six key takeaways for each age group, broken down for parents and educators.
6 things you need to know about teaching writing
Explicit handwriting teaching begins alongside phonics at the start of reception. Children learn letter formation, pencil grip and the movements needed for writing.
In reception, children are not expected to produce extended writing. The focus is on practising handwriting, spelling and saying out loud what they want to write.
Children learn to compose by speaking first. Oral composition, storytelling and rich conversation at home and school build the language skills writing depends on.
The government has set a milestone that 75% of children reach a good level of development by the end of reception, including the writing early learning goal.
Children learn to spell by applying the letter-sound knowledge they gain through phonics. This is practised through dictated sentences, not just in isolation.
Encouraging your child to speak, share ideas and listen to stories builds the language foundation that writing depends on. A story-rich home environment makes a real difference.
6 things you need to know about teaching writing
Regular, explicit handwriting lessons continue through Years 1 and 2. Children learn letter families, correct formation and begin joining letters.
The best way to teach children to write is by teaching them to master sentences first. Paragraph writing comes later once sentence skills are secure.
Grammar and punctuation are taught as tools for making meaning in writing, not as abstract exercises disconnected from real texts.
Children apply their phonics knowledge to spelling, learning common exception words and spelling rules progressively through Years 1 and 2.
Children who read more write better. But reading should not always be followed by a writing task — enjoyment of reading matters in its own right.
End of Key Stage 1 national tests in reading, writing and maths became non-statutory from 2023/24. Schools can choose whether to use them.
6 things you need to know about teaching writing
Planning, drafting, revising, editing and sharing. Children learn that writing is not linear and that good writers move back and forth between these stages.
The government is improving how writing is assessed, with greater focus on fluent writing. Teacher assessment of writing at the end of Year 6 remains statutory.
Fluent, legible handwriting frees up working memory for composing. Children who struggle with handwriting often produce lower quality writing.
Children should apply their writing skills in science, history and other subjects. Writing about what they know gives them a strong knowledge base to draw from.
A broad, deep vocabulary enables children to communicate accurately and creatively. This is built through reading, direct teaching and discussion.
The grammar, punctuation and spelling test is statutory at the end of Year 6. But doing well on the test does not automatically mean a child can construct good sentences.
6 things you need to know about writing after primary
Secondary school requires regular writing across subjects like science, geography and English. Children need fluent transcription skills and strong vocabulary to cope.
Research shows the move to secondary is one of the most challenging periods, particularly for children who struggle with writing.
Children must learn to adapt their writing for each subject. Good routines and models should be embedded across all subject teaching, not just English.
The framework stresses that secondary teachers must identify and support pupils who enter Year 7 with low literacy levels, as struggles will be felt across every subject.
Writing is not just about recording — it helps children consider information more deeply and cements learning in long-term memory.
The framework is clear: when children abdicate composition to AI, none of the cognitive benefits of writing apply. The thinking happens through the act of writing itself.
6 things the Writing Framework says about your child
The framework is clear that all pupils, including those with complex needs, should receive and be included in writing instruction. No child should be left out.
Schools should use the graduated approach of assess, plan, do, review to build an ongoing understanding of each child's writing needs and provide individualised support.
Children who need extra support may need teaching broken into smaller incremental steps with more opportunities to practise, so they can achieve alongside their peers.
For some children, engagement may look different — storytelling with objects, making marks with different tools — but every child should be supported to participate.
School leaders must work with the SENCO to ensure all children with SEND have high-quality, accessible writing teaching that is appropriate for their needs.
Children with physical barriers to handwriting should still be supported to engage with writing. Alternative approaches and tools should be explored, not used as a reason to opt out.
6 things changing for you
Explicit handwriting teaching should begin at the start of reception, alongside phonics. Daily practice is recommended to build automatic letter formation.
Children should compose orally — saying aloud what they want to write — before being asked to write independently. This builds the language base writing depends on.
Reception children should not produce extended pieces. Focus on handwriting practice, spelling through phonics, dictated sentences and oral composition.
Mastering transcription prepares children to become writers. The ELG assessment requires children to write recognisable letters and simple sentences.
Some children will need teaching in thumb, wrist and shoulder movements before they can hold and control a pencil. Plan for this at the start of the year.
The framework flags that in many schools, reception and Year 1 curricula don't sufficiently connect. Teachers should share assessment data and plan transitions carefully.
6 things changing for you
Sentence-level teaching should be a key component of your writing curriculum. Teach children to construct sentences before expecting paragraphs or extended texts.
Regular, precise handwriting lessons — not just "practice time" — are essential. Teach letter families, correct starting points, direction, shape and spacing.
Children apply GPCs to spelling. Teach common exception words explicitly and ensure children practise spelling in the context of writing, not just in lists.
Teach grammar as a tool for meaning-making within writing. The framework warns against decontextualised grammar exercises disconnected from composition.
Teaching approaches that move from teacher modelling to shared writing to guided and independent writing have proven effective.
National tests became non-statutory from 2023/24. However, ongoing formative assessment and internal moderation remain essential for tracking progress.
6 things changing for you
Planning, drafting, revising, editing and sharing should all be taught as distinct phases. Children need to understand writing is not linear.
The Curriculum and Assessment Review is looking at how writing is assessed at KS2. Focus on fluent writing is increasing. Teacher assessment remains statutory.
Children should write about topics they are already familiar with. This reduces cognitive load and allows them to focus on the craft of writing itself.
Use high-quality model texts to teach sentence structures, text organisation and the craft of writing. Appendix C of the framework gives guidance on selecting them.
Writing in other subjects gives practice opportunities, but tasks should match children's stage of writing development and not detract from subject learning.
Moderate writing collaboratively, throughout the year, with teachers across key stages. This supports quality assurance and professional development.
6 things the Writing Framework means for you
The framework says secondary teachers should understand what is expected by the end of primary and what writing skills children arrive with.
Good writing routines and models should not be limited to English. Every subject should have consistent expectations about writing.
Children entering Year 7 with low literacy will struggle across every subject. The framework stresses identifying and supporting these children immediately.
The EEF recommends breaking down complex writing tasks as one of seven key strategies for improving secondary literacy.
Each subject has its own writing conventions. Explicitly teach students how writing works in your subject — don't assume they'll pick it up.
This sits alongside the writing framework as part of the government's push to ensure KS3 is not neglected.
6 things you need to implement
Headteachers must create a positive writing culture, develop an effective curriculum and ensure all teachers — not just English leads — are trained to teach writing.
A well-sequenced writing curriculum from reception to Year 6 is essential. Ideally the same person leads both reading and writing.
The framework emphasises that all classroom teachers need CPD on teaching writing, not just subject specialists. Writing expertise must be shared across the school.
Each section includes an audit checklist. Use these to evaluate current practice, identify weaknesses and plan improvements.
Strong GPS results do not mean children can write well. Ongoing teacher assessment, internal moderation and formative feedback are what actually improve writing.
The 34 English Hubs offer support on early language, phonics and reading. RISE networks can help spread best practice on writing.
Get all 10 breakdowns in one PDF — share it with colleagues, governors, or parents at your school.