Handwriting

At our school, we use the Letter-join handwriting scheme as part of our commitment to delivering a high-quality, well-sequenced curriculum that sets pupils up to suceed. The scheme supports our curriculum intent by ensuring that all pupils develop the essential motor skills, letter formation and joins required to write fluently, legibly and confidently from the early years onwards.

We recognise that handwriting is a key component of effective communication and plays a vital role in enabling pupils to access the full curriculum. Secure handwriting skills support pupils to record their thinking accurately, develop writing stamina, and demonstrate their knowledge and understanding across all subject areas.

Intent

Our intent is to ensure that all pupils develop a fluent, legible and efficient handwriting style that enables them to communicate their ideas clearly and confidently across the curriculum.  Automatic transcription skills support our children so they can focus on the content, structure and purpose of their writing.  Through the consistent use of the Letter-join handwriting scheme, we aim to teach handwriting as a progressive and systematic skill, building strong foundations in letter formation, joins and presentation from the early years to fluent, adaptable handwriting by Year 6.  In line with our school vision, ‘letting your light shine’, we believe that confident handwriting empowers pupils to express themselves, feel proud of their work and allow their individuality to flourish. 

Implementation

The implementation of Letter-join is consistent across the school, providing a clear progression in handwriting skills and shared expectations for presentation in all subjects. Staff model high standards of handwriting and provide regular, purposeful opportunities for pupils to practise and apply their skills across the curriculum. Handwriting is not taught in isolation. It is deliberately linked to spelling, grammar, dictation and extended writing so pupils apply their skills in meaningful contexts.

Curriculum Aims and Approach

Our aims for handwriting are to ensure that all pupils:

• develop a clear, fluent and legible handwriting style that supports effective communication

• learn correct letter formation, joins and spacing, enabling writing to become increasingly automatic

• build writing stamina and speed appropriate to their age and stage

• take pride in the presentation of their work across all subjects

• are able to apply handwriting skills confidently to support learning and outcomes throughout the curriculum

Through the use of the Letter-join scheme, we aim to remove barriers to learning by ensuring handwriting does not limit pupils’ ability to demonstrate their knowledge, understanding and creativity. 

Leaders monitor handwriting provision through book looks, lesson visits and pupil discussions to ensure consistent implementation.

Supporting Handwriting Development

We support pupils’ handwriting development through the consistent use of the Letter-join scheme alongside targeted interventions where needed. High-quality first teaching ensures that handwriting expectations, modelling and practice are embedded across all classes, with staff identifying any pupils who may require additional support at an early stage.

Targeted handwriting interventions are carefully planned and informed by ongoing assessment. These may include additional fine-motor activities, focused practice using Letter-join resources, and small-group or one-to-one support to reinforce correct letter formation, joins and pencil grip. Interventions are time-limited, reviewed regularly and adapted to meet individual needs.

Our approach is inclusive and responsive, ensuring that all pupils - including those with SEND - are supported to develop the confidence, fluency and control needed to write effectively across the curriculum. By removing barriers to handwriting, we enable pupils to focus on expressing their ideas and demonstrating their learning in all subjects.

Resources

To further support pupils’ needs, we use a range of appropriate resources, including specific lined paper to promote correct letter size and spacing, highlighted lines to support alignment and pencil grips to encourage a comfortable and effective pencil hold. These strategies are used flexibly and in response to assessment, ensuring that support is matched to individual pupils’ needs.

Progression of Skills and Knowledge

Handwriting in EYFS

In Reception, handwriting is carefully planned and sequenced to ensure children develop the physical readiness and control needed for successful writing. In Term 1 and Term 2, children engage in daily handwriting ‘mighty muscle’ sessions that systematically develop both gross and fine motor skills. These sessions include purposeful activities such as air writing, dough disco, using tweezers, threading and hand-strengthening tasks, enabling children to build strength, coordination and control in preparation for writing. In Term 3, children move on to daily, discrete handwriting teaching, following a clear progression through the LetterJoin scheme. Children are taught to form letters correctly, beginning with easier letter shapes before progressing to more complex ones, with letter formation consistently reinforced through daily phonics lessons. Overall, the approach is intentionally kept simple but effective, reflecting the principle that writing in Reception “should not be complicated”, allowing children to focus on secure foundations, confidence and enjoyment.

Write Dance is used in Reception as a purposeful and engaging approach to support the development of handwriting skills. Through music, movement and large-scale patterns, children practise rhythmic, flowing actions that develop shoulder stability, core strength and bilateral coordination, all of which are essential for controlled writing. Write Dance helps children internalise movement patterns needed for letter formation before working on a smaller scale, promoting fluidity and reducing tension when writing. 

Subject in Action

Adaptive Teaching Toolkit

Adaptive Teaching in Action

Impact

The impact of our approach is seen in pupils who write with increasing fluency, accuracy and pride, allowing them to focus on the content and quality of their work rather than the mechanics of writing. This contributes positively to pupils’ outcomes and supports their readiness for the next stage of education.

Pupil Voice

"I know my handwriting has improved as I find it easier to read what I have written." - Year 3 pupil

"I find it easier having highlighted lines because that is the space I can use to write" - Year 2 pupil

"I like that we get to write Maths words on handwriting sheets as then I can use it in all of my learning." - Year 4 pupil

Useful Links

• List of Apps

https://lescapadou.com/wp/en/writing-wizard-app/ 

• Practising Handwriting

https://www.teachhandwriting.co.uk/parents.html