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As teachers, we often face the challenge of balancing our need for control with children’s need for writerly independence. While parameters are important to young writers, giving them the freedom to reinterpret, reimagine (or reject) a teacher- or scheme-chosen topic can lead to extraordinary results [LINK]. Consider this example from a teacher named Reed whose class trip to a fishing boat became the foundation for a wonderfully diverse set of manuscripts.

When asked to write about their school trip, one student asked if it would be alright to “pretend I’m a lobster being interviewed,” while another wanted to write about a dead seal they had discovered on the beach instead. Reed’s response was inspiring: she praised their originality and highlighted how one topic can spark so many different ideas. This approach, allowing independence to flourish within a shared framework, is a powerful reminder for us as educators. Here’s how you can replicate this strategy in your own classroom, turning teacher (or scheme) controlled writing units into opportunities for independent discovery and self-expression.

1. Start with a common prompt

Provide students with a topic, prompt or idea as a starting point. This might be a school trip, classroom activity, your wider curriculum topic, the book you’re reading together, or even a common theme like ‘revenge’ or ‘celebrations’.

Example: “Let’s think about our class trip to the beach. What did we see? What did we do?” Starting with a shared foundation gives students a springboard for their ideas while ensuring everyone has a common understanding of the project.

2. Host an ‘Ideas Party’

To spark children’s creativity, invite them to brainstorm their own ideas with their friends on flipchart paper. We call this having an Ideas Party. As a writer-teacher, you can spend time with each group and take part in the party too! On the flipchart paper, write the phrase: ‘I could write about…’ Children are welcome to draw or write their potential ideas onto the paper. Example:

• Being a lobster being interviewed
• The seal we found on the beach
• How the waves sounded
• A mermaid story

Here are some examples of Ideas Parties undertaken in Nursery, KS1 and KS2.

Here’s an example of children having an Ideas Party in response to reading ‘Leon & The Place Between’ by Angela McAllister

3. Foster a sense of ownership

Once students have brainstormed, emphasise that their unique perspectives are valuable. You might say: ‘Our prompt was the same, but your ideas have made it so special! I can’t wait to read all the different pieces of writing…’. This helps students feel confident in pursuing their own ideas, even if they differ from their teacher’s (or the scheme’s) expected idea.

4. Celebrate the results by taking a ‘Writing Register’

Take time to showcase the variety of responses by taking a Writing Register. This is where you write up your class’ names and ask them for a working title for their piece. Start with your most confident children until everyone has given you a title for their project. Like Reed, celebrate the diversity of thought by saying something like: “Isn’t it wonderful that from the same prompt, we have so many different ideas!”

An example of a completed Writing Register for a short-story project. The initial prompt shared by the teacher was ‘celebration’

An example of a completed Writing Register for a discussion project.

5. Encourage independence in future projects

This method of blending structure with independence can be applied to any genre or writing project. By giving students the option to use, reinterpret, or reject your prompt in their own way, you empower them to think creatively while still addressing the purpose for the writing project.

Why this matters

When we allow students to explore their own perspectives, we teach them that their voices matter [LINK]. A simple writing assignment becomes an opportunity for discovery, self-expression, and creative thinking. As Reed’s class demonstrated, even a shared experience like a school trip can inspire wildly different but equally wonderful writing ideas. The beauty of such an approach is that children who want to follow their teacher’s idea can do so while others can politely reject their teacher’s idea while offering up their own promising alternative.

By embracing this approach, you’re not just teaching students how to write – you’re teaching them to see the world through their own unique lens. And that is the heart of true writerly apprenticeship.

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For more, download our publication: No More: ‘I Don’t Know What To Write About’ [LINK]. Our publications are free for our members. To become a member, click here.

“Hi Ross & Phil. We were wondering – should we transcribe underneath children’s writing so we know what it says? Thanks so much!”

Underwriting involves transcribing a child’s writing using conventional spelling. This can be done either directly under or above the child’s writing, or sometimes at the bottom of the page. When done right, it can be a simple yet powerful tool to support young writers on their journey towards becoming a successful writer.

What is underwriting?

When underwriting, teachers will either write:

• The whole sentence, phrase or choose a specific word.
• Words that are very close to the conventional ‘adult spelling’, giving you an opportunity to celebrate how close the child approximated the word.
• High-frequency words that the child is likely and expected to know.
• Words that are so far away from the conventional spelling that they are difficult to interpret.

Why underwrite?

Underwriting should always be about emphasising and celebrating what the child did know about adult writing.

When done correctly, underwriting offers numerous benefits:

• Providing a conventional model: Gives children who like it a reference for the conventional spelling which they may refer to later.
• Responding to a specific request: Supporting children who specifically ask for help in understanding and remembering what their writing says.
• Verbal feedback: It offers opportunities for individualised responsive instruction during verbal feedback.
• Celebrating growth: It celebrates children’s approximations, what they did know about the ‘adult spelling’ of the word and therefore gives children confidence and a sense of achievement.

Does underwriting make children scared to write and reduce ownership?

A justified concern with underwriting is how, when it is done badly, it quickly makes children scared to write for themselves. It can also be seen as an act of graffiti on a child’s writing – a daily reminder that they can’t actually write and that someone has to come and do it for them. However, when done thoughtfully, underwriting is a teaching tool, not a correction mechanism. Best practice for underwriting includes:

• Undertaken with the child’s consent and with them present.
• Celebrates and builds on what the child did know about the ‘adult spelling’.
• The teacher uses a pencil and small writing, usually at the bottom of the page.
• Never done before the child has made their own attempts at the word, phrase or sentence first.
• Not done with every child, all the time, and on every piece of writing they ever produce.
• Go over in green pen (or underline) all the sounds the child did hear and write down in the word.

A tool for progress and celebration

Some children enjoy seeing how their writing compares to ‘adult writing’. However, others can get really upset and feel undermined. For some, it can be the equivalent of making a lovely drawing for their teacher – only for the teacher to get a red marker pen out and draw all over it to make it ‘correct’. If this happens day after day, some children can soon lose their motivation and confidence to write independently. With that said, if the purpose of underwriting is clearly explained, children often appreciate the thoughtful and interesting feedback it provides.

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For more, download our publication: Getting Children Up & Running As Writers In EYFS & KS1 [LINK]. Our publications are free for our members. To become a member, click here.

“This is when we play writing!” – Reception child

I was lucky enough to sit in on a writing lesson one Monday morning in Reception at one of our Writing for Pleasure schools. During the lesson, a new-found friend of mine turned to me on the carpet, with a big grin on his face, and announced: “This is when we play writing!” I’ve never forgotten that moment.

As I sat there, I thought: you’re about to engage in one of the most cognitively demanding activities you’ll encounter in school – and yet, for you, it feels like child’s play. This moment was a clear testament to the excellent teaching I was seeing. It showed how a structured, daily writing approach could seamlessly align with the joy and spontaneity of play. Instruction, structure and play no longer needed to be seen as being in opposition with each other. 

The Power of Play In Early Writing Development 

Play is the natural language of young children, and writing thrives within this playful culture. Children benefit from engaging in self-initiated spontaneous writing and from a structured writing approach like Writing For Pleasure. Far from being a distraction, play supports children’s early writing skills children need to develop for future academic success. A daily opportunity ‘to play’ writing is essential for young children’s overall development:

• Social skills and self-regulation: Collaboratively writing and book-making with your teacher(s) and friends helps children learn to navigate relationships, share, and manage their emotions.
• Problem-solving abilities: Through daily book-making children get to ‘play on paper’, experiment, test ideas, and develop their critical thinking skills.
• Oral language: Daily writing and book-making involves using a variety of different talk (see this article for more) which builds up children’s vocabulary and communication skills.  
• Creativity: Book-making encourages children’s Imaginative play on paper and nurtures their original thinking and innovations. 
• Knowledge and skills: Daily book-making offers opportunities to explore taught concepts and practice important writing skills in an engaging and meaningful way. 

Teacher Scaffolding: Enhancing Children’s Writing Play 

When teachers scaffold children’s writing play, through their modelling and instruction, they elevate its impact, particularly in supporting children’s writing skills. As Judith Schickedanz puts it: “We will not have done our best for young children if we deny them the path to learning they seek through play. But, we also will not have done our best if we fail to provide instruction.” As Writing For Pleasure teachers in the EYFS can testify, play and writing instruction coexist seamlessly, creating a rich, supportive community of writers where children and adults:

• Write during structured book-making time and while playing in the writing centre (and other areas of provision).
• Engage with cross-curricular writing activities that integrate writing and book-making with science, PSHE lessons, and other subjects. 
• Build writing skills through meaningful book-making projects that connect to children’s interests and prior knowledge.

A daily opportunity to ‘play at writing’ is not a luxury – it is a vital component of early childhood education. This practice supports children’s holistic development while offering an engaging and effective way to nurture their early reading and writing skills. Through thoughtful instruction and scaffolding, teachers can cultivate a community of writers that balances the joy of play with the academic rigor essential for lifelong writing success. By keeping writing – and being a young writer -playful, teachers help children develop the skills, confidence, and curiosity they need to thrive.

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For more, download our publications: Getting Children Up & Running As Writers In EYFS & KS1 [LINK] or our EYFS writing plans [LINK]. Our publications and unit plans are free for our members. To become a member, click here.

“You’re the most important writer-teacher a child ever meets because you’re their first one. The messages and lessons you teach them about writing, and what it means to be a writer, will stay with them forever”

Many children who start Nursery or Reception are already less experienced writers compared to their peers. As a result, they can struggle to keep pace with their classmates when it comes to key writing skills. Research highlights that students most at risk for writing challenges are those with limited experiences with:

• Oral language
• Phonological awareness
• Alphabet knowledge
• Early print concepts

This issue is a widespread concern that educators across the globe face. The challenge is clear: early and effective interventions in Reception are critical for supporting children to succeed. Simply waiting for children to ‘catch up’ is not a viable solution.  

Identifying At-Risk Students

To support at-risk learners, teachers must be well-informed about the writing skills children should develop by the end of Reception. Knowing these benchmarks allows educators to identify students who need additional support early on.  

Key Writing Skills For Reception 

Children start developing their writing skills from birth, with progress dependent on their exposure to literacy experiences and concepts. By the end of Reception, students should:

1. Understand That Written Language Can Represent Their Oral Language 

• Understand concepts about print, such as how sounds and words work on the page, how texts flow, and the purpose of making books/writing.
• Recognise book features, including titles, writing, illustrations and author names. 

2. Develop Phonological Awareness

• Segment spoken words into smaller units (e.g. syllables and sounds).
• Use their phonological awareness to begin encoding the words they want to write down onto paper (or screen). 

3. Recognise And Write Alphabet Letters

• Identify letters and their corresponding sounds.
• Print letters (with support from sound mats), write ‘informed spellings’ and write out high-frequency words, including their name.

4. Find Purpose & Pleasure In Making Writing  

• See themselves as writers and makers of picturebooks. 
• Write and make books for meaningful purposes.  

5. Enjoy Reading Books As A Writer Of Books 

• Actively study stories and informational books, before making their own.
• Explore books independently, with friends, and with their teacher – fostering a love for reading. 

Cultivating A Strong Foundation  

For students to succeed, schools must provide a robust writing programme that caters to all their learners, particularly those who may traditionally struggle. Effective early writing programmes should focus on the five points listed above. 

Interventions should aim to build on what is already occurring in your writing programme. For example:

• Provide additional opportunities for children to develop their oral language skills through book-making.
• Strengthen children’s phonological awareness by providing them with additional opportunities to make books alongside a teacher and their friends. Additional instruction during these sessions should focus on modelling encoding strategies and how to use sound mats to write down the words you say.
• Foster a sense of purpose and enjoyment for writing by giving children additional opportunities to write and make books alongside their teacher and friends, creating a positive attitude towards being a writer. 

The Importance Of Early Success

Research underscores the significance of entering Key Stage One with a solid foundation in writing. As Snow (2017) emphasises, students who develop positive attitudes and essential knowledge about writing in the EYFS are better equipped to succeed at Primary School. By focusing on early interventions and evidence-based teaching practices, educators can help support their at-risk students, setting them on a path to lifelong literacy success.  

Conclusion  

As their first ever writing teachers, we play a pivotal role in identifying and supporting at-risk learners in Nursery and Reception. By developing foundational writing skills and providing targeted interventions, we can ensure that all children have the opportunity to thrive. With early support, at-risk children can transition into Key Stage One ready to continue learning, growing, and succeeding alongside their peers.

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For more, download our publications: Getting Children Up & Running As Writers In EYFS & KS1 [LINK] and Supporting Children With SEND To Be Great Writers [LINK]. These publications are free for our members. To become a member, click here.

Early and comprehensive intervention is key for children at risk of writing failure. Children who are ‘at-risk’ often have difficulties with both transcription (encoding, spelling, letter formation, handwriting) and text generation (translating their ideas into words). Interventions should therefore target both these areas. 

Here are some practices that we recommend for helping children who are at risk of writing failure:

• Intensive intervention: At-risk pupils may need intensive intervention (through Writing Club) to help them catch up to their peers. Our Writing Club Intervention involves one-on-one support and small group instruction that targets children’s needs. Children should be attending Writing Club to address their very specific identified needs. For example, students with low fluency will benefit from focused instruction at the sentence-level, while those struggling with cohesion might need more support in how writers plan and organise their ideas.

• Handwriting and spelling intervention: At-risk pupils may benefit from additional instruction and practice in handwriting and spelling. For older pupils, this may need to include explicitly modelling encoding strategies [LINK].

• An evidence-based approach to whole-class teaching: Given the broad writing difficulties often exhibited by at-risk pupils, an evidence-based approach to unit planning and writing instruction is recommended. Class writing projects should include instruction in all the components of the writing process, including: reading as writers, generating ideas, planning, translating ideas into words, developing sentences, paragraphs and texts. This invariably involves explicitly modelling and teaching students how to generate ideas, plan, draft, revise, and proof-read their writing [LINK]. 

• Executive function skills: Support children’s self-regulation, planning, and organisation of the writing process by providing them with a more developmentally appropriate writing process – for example Picturebook And Chapter Book Making. 

• Transcription skills: Schools should have a clear policy and instructional routine for teaching spelling and handwriting. For more guidance, see our Handwriting & Spelling Provision Checklist.

Put simply, we can’t emphasise enough (1) the importance of evidence-based writing teaching being delivered across the school and (2) early identification and intervention for children who are at risk of writing failure. If disparities in writing proficiency are already present in Reception and Year One, they are likely to persist without effective intervention and the use of evidence-based practices. Addressing these issues early on can help children develop the necessary skills to be successful and happy writers.

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For more, download our publication: Supporting Children With SEND To Be Great Writers [LINK]. Our publications are free for our members. To become a member, click here.

Why write flash-fiction?

Sometimes called micro-fiction or sudden fiction, flash fiction isn’t just a very short story, it’s a flash moment – part of a much larger untold story, where much is left unexplained. They are typically no longer than 1000 words, but can be as short as 100 words (when it’s called a drabble) or even 20–50 words (a dribble). Flash fiction challenges children to move forward in their narrative writing from Years 3-5 where they are often asked to write a single short story. For this project, they are essentially creating a whole anthology of micro stories! In the process, they become more discerning with words and learn to infuse their pieces with aspects of poetry and literary technique. Indeed, flash fiction can sometimes be seen as an extension of free-verse poetry.

Children tend to enjoy making their flash fiction anthologies, as it encourages them to come away from the habit of writing at length and to think more carefully about how they can say the things they wish to say. Flash fiction shows children that their narrative writing in the past may have sometimes ‘lost its way’ by becoming rambling and disorganised. The hope with this writing project is that it has a lasting positive effect on their future story writing. Writers have to be disciplined at the revision stage, deleting rather than adding, and being honest with themselves as to whether that particular adjective or adverb is really vital to the piece. Flash-fiction will become a genre enjoyed by the children in your class and is a pleasure to hear read aloud.

Finally, this project couldn’t be better suited for collecting evidence for the greater-depth writing standard.

Why teach this unit?

Making a counting book is a project which the youngest of writers will find very appealing. It’s a genre which they will have been familiar with from a very early age and so they will be confident with it. They will enjoy showing off their counting skills, and choosing their own favourite objects to be counted. They will also get pleasure from teaching their readers and listeners something, and from the interactive element of everyone counting together when they share their book.

Original article: LINK

By Ismail Sarikaya

Why writing and creativity matter

Writing is more than putting words on paper; it’s a way of making and sharing ideas, knowledge and emotions. To improve children’s writing skills, teachers and researchers are continually exploring what factors contribute to writing success. Among these, creativity stands out. Creativity helps students think outside the box, come up with unique ideas, and express themselves effectively. But what role does creativity actually play in writing, and how do other factors like motivation, self-confidence, and attitude toward writing come into play? This study dives into these questions.

How creativity boosts writing skills

Creativity fuels children’s writing in four key ways:

1. Fluency – Generating ideas and translating them into writing.
2. Flexibility – Making connections between ideas.
3. Originality – Thinking up new and intriguing ways to share ideas.
4. Elaboration – Developing and refining writing ideas.

These skills don’t just come naturally, they need to be nurtured. Creative students tend to excel in writing because they can craft original ideas, add vivid details, and use language effectively. Neuroscience even shows a connection between creative thinking and areas of the brain responsible for language and idea generation. However, creativity alone isn’t enough. Not every creative student automatically becomes an exceptional writer. Other factors like self-efficacy, motivation, and attitude also play critical roles.

The power of belief: Writing self-efficacy

Self-efficacy is a pupil’s belief in their ability to succeed. For writing, this means having the confidence to tackle writerly challenges, persist through setbacks, and put in the effort needed to improve. Research shows that students who believe in their writing skills are more likely to write often, try harder, and achieve more (LINK). On the flip side, students with low confidence are more likely to avoid writing. Self-efficacy doesn’t just make students feel good – it also reduces anxiety and encourages perseverance (LINK). Teachers can foster this confidence by providing constructive verbal feedback and setting daily process goals and celebrating these daily successes.

Motivation: The driving force behind writing success

Motivation is what gets students started on a writing project and keeps them going, even when it’s difficult (LINK). Writing motivation pushes students to approach writing with interest, effort, and joy. Highly motivated students are more likely to plan their writing carefully, revise their compositions, and reflect on their progress – all habits linked to better writing outcomes (LINK). Teachers can build motivation by inviting children to connect class writing projects to their personal interests, offering choice in topics, and creating an encouraging community of writers (LINK). When students see writing as meaningful and enjoyable, their performance can improve.

Writing disposition: A love for writing

Writing disposition goes beyond motivation – it’s about forming a positive, lasting attitude toward writing. Students with positive writing dispositions enjoy writing, persist through challenges, and take pride in their published manuscripts (LINK). This mindset develops through repeated positive experiences, support from teachers, and opportunities to express themselves (LINK). Research shows that students with positive writing disposition tend to perform better (LINK). They’re also more likely to see writing as a valuable pursuit and carry that enthusiasm into adulthood.

Connecting the dots

Writing success isn’t just about mastering grammar or organising paragraphs. It’s a combination of creativity, confidence, motivation, and attitude. These factors work together to help students not only write well but also enjoy the process (LINK). By nurturing these elements in the classroom, teachers can unlock their students’ potential as confident and creative writers.

This study explores how these pieces fit together, particularly for primary-aged pupils, and sheds light on what teachers can do to inspire a new generation of writers.

Findings

• Creativity and writing go hand-in-hand: Students who are more creative tend to have stronger writing motivation, confidence, and positive attitudes about writing – all of which lead to better results.
• Confidence matters: Writing self-efficacy (the belief in one’s writing abilities) plays a big role in determining children’s writing success. Students who think they can succeed usually do.
• Motivation is key: Motivation is a driving force behind excellent writing. Engaged and inspired students are far more likely to produce high-quality writing.
• Attitude counts: A positive disposition toward writing significantly impacts children’s outcomes, as students who enjoy the process and value their published writing tend to perform better.

Implications for teachers

• Creativity is a catalyst: The study shows that inviting children to generate their own writing ideas doesn’t just make writing more interesting – it can directly boosts writing confidence, motivation, and attitudes, which in turn enhance their writerly success. Encouraging creative idea generation can help struggling students unlock their potential

• Build confidence: Offer regular, constructive verbal feedback that emphasises children’s growth as a writer. Provide opportunities for students to share their compositions.

• Spark motivation and develop positive attitudes: Establish publishing goals for class writing projects so children can see the value of writing as a tool for personal expression and real-world communication.

By prioritising creativity and emotional factors alongside foundational writing skills, we can inspire children to write with confidence, passion, and purpose. Let’s build classrooms where every student feels capable of creating something extraordinary!

Why teach this unit?

The great strength of this project is that children already know this genre of text. They will have seen them at home or in the classroom library. It also allows them to engage in their phonics learning from the perspective of a
writer and teacher.

By inviting them to write their own ABC books, we can also sow the seeds of intertextuality – that you can copy the types of writing and books that you like. You can then make them your own. Once this lesson is taught, children can make books with ease.

Hi Ross. We really want to use books during our writing lessons in the EYFS. Do you have any advice on how this could be done?

Absolutely! Teachers should use mentor texts to inspire and guide the youngest of writers to create their own engaging and informative non-fiction picture books. To put it simply, mentor texts are texts that can teach children about great writing.

• Finding mentor texts: You can find mentor texts in your classroom library and use picture books written by children from previous years or even ones you have written yourself as a writer-teacher. It is important to make sure that the mentor texts you select match the kind of writing your pupils are doing; if you’re asking your class to create a six-page non-fiction picture book, you should study mentor texts that are also short non-fiction picture books. We have a list of great mentor texts here.

• Reading as writers: After reading your mentor texts for pleasure with your pupils, read one again and encourage them to think about the text as writers. You can help guide them with open-ended questions, such as: ‘What’s the writer done to make his picture book the best in the world?‘ or ‘What do you see that you would like to do in your books too?!’ You can then record their responses on a flip chart to use as product goals (success criteria) for your own picture book project [LINK].

• Craft moves: You can teach children to recognise craft moves that authors use in their picture books. For instance, in the book Do Whales Have Whiskers?, author Emily James uses a question and answer format to present information and vivid verbs and prepositional phrases to make the writing more engaging. Another example is I Am Angry by Michael Rosen, where he uses repetition, onomatopoeia, contractions, ellipses, and exclamation marks, as well as changes in font size and style to make the book more interesting.

• Mini-lessons: When teaching mini-lessons, select a craft move used in a mentor text you have been looking at with your class. For example, if you want to teach your pupils to include a new piece of information on each page, you can show them how the picture book you are making does so. You can then invite them to do the same during that day’s writing time.

It’s important to note that you should use commercially published picture books and teacher-created texts as mentor texts. You can also use children’s texts from the previous years. This is very effective!

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If you found this advice useful, you may want to consider purchasing a copy of our book: How To Teach Non-Fiction Writing In The EYFS. Alternatively, it’s free for our members.