Anglesey Primary School Together we make the difference

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At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners. Our curriculum provides a range of creative, challenging and inspiring experiences for all. This equips our children with the life skills to be happy, flourish and be successful...Today, tomorrow and in the future


Whole School Attendance

The schools total attendance is currently at:

91.1% (Since September 2020)

Intent Implementation Impact



Inquisitive, Resilient, Independent    

At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners.    

Our curriculum provides a range of creative, challenging and inspiring experiences for all.  This equips our children with the life skills to be happy, flourish and be successful…Today, tomorrow and in the future    


At Anglesey, the development of our children as writers is given a high priority. With a high percentage of our children from an EAL background, we have a responsibility to introduce our children to a wide vocabulary and grammatical structures needed to develop them as confident communicators in the spoken and written word. Consequently, the acquisition, development and exploration of vocabulary lies at the heart of all Writing lessons from EYFS to Year 6. Our classrooms are language-rich environments, which evidence how highly language is valued in our school. Children are immersed in language, guided on its application through expert modelling before independently producing and editing high quality work of their own. Furthermore, a consistent approach to the teaching of writing is applied across school (The Write Stuff) and this provides a familiar framework for the children throughout their time in school. Within this approach, grammar is embedded and regularly revisited to support long-term retention.  Additionally across school, children write broadly, producing work in both Fiction and Non-Fiction genres. The curriculum is planned to ensure that children revisit these genres throughout their time at school to provide regular opportunities to further explore and develop skills. Ultimately, children not only develop awareness of purpose and audience but also confidence in themselves as writers and their own unique writer’s voice.



An inquisitive learner has a thirst for learning and wants to discover as much as they can about the world by asking questions.    


A resilient learner can bounce back from challenges and problems, but also has the capacity to adapt in the face of challenging circumstances, whilst maintaining a stable mental wellbeing.    


An independent learner takes responsibility for their own learning. They are self-motivated and accept that frustration in the present is worthwhile to achieve future success. They take initiative and are good problem solvers.    




Pupils develop Inquisitiveness in WRITING by:   

Pupils develop Resilience in WRITING by:   

Pupils develop Independence in WRITING by:   


  • Engaging in purposeful written activities, for example letter writing linked to a letter to Santa.  
  • Engaging in topics/texts which inspire them to write through ‘wow’ moments at the launch of topics.  
  • Contributing in shared writing activities and therefore feeling valued and encouraged to write independently afterwards. 
  • Being encouraged to question in lessons ‘why?’ and therefore developing an understanding behind the conventions of different genres. 
  • Engaging in sensory and physical experiences in Early Years to enable the children to mark-make in a variety of ways e.g. adult paint rollers, paint brushes, flour, coloured rice etc. 
  • Experiencing provocations related to the children’s interests and experiences e.g. role play, writing a shopping list as part of a trip to the shop. 
  • Learning from teachers modelled writing and mark-making activities and having opportunities to use what they have learned during Child-initiated time.
  • Experiencing teacher modelling prevalent throughout the school
  • Being given opportunities to learn about topics through reading, watching clips and discussions with peers and adults.
  • Asking questions to find out information. Previously, children have spoken to a woman of Chinese heritage about Chinese New Year, With the information they collected they were able to write facts about Chinese New Year.
  • Having assessment of written work in which teachers are able to identify for each child appropriate next steps. All of the children are familiar with the consistent approach taken in school and as such have developed an expectation that they will revisit and improve their work building resilience. They expect both positive feedback on their work and constructive feedback. 
  • Encouraging children to have confidence in their own ideas when drawing and writing. 
  • Giving children the confidence and space to persist in writing activities.  
  • Becoming aware of their own goal and steps to take to reach it so that they are proud of what they can achieve. 
  • Teachers modelling risk taking and providing a safe environment where all children’s ideas, thoughts and mark making/writing activities are valued and which gives our children the confidence to ‘have a go’ 
  • Teachers having high expectations of the children and encouraging a ‘can do’ attitude. 
  • Being encouraged to recognise and address mistakes and improve their writing by responding to teacher comments.


  • Being given the knowledge and the tools needed to enable them to write independently. Through effective modelling, shared writing, oral recital, story maps, word banks etc children are provided with the support they need at an individual level to have the confidence to write independently. Opportunities to write are plentiful in the classroom, within literacy lessons and across the curriculum. Children utilise the skill independently on a daily basis. 
  • Experiencing a stimulating environment and being provided with resources that children will want to engage with independently. 
  • Taking part in shared writing and drawing, children are able to take their experiences into their own play.
  • Being given time by teachers to contribute and learn from each other. 
  • Teachers giving children independent opportunities to challenge their own learning.  
  • Having writing opportunities available as part of continuous provision in EYFS some of which include; number formation, planning and drawing in the construction area, story writing in the book corner, painting, chalks and water paints in the outdoor area etc.
  • Children being given the opportunity to show where they have achieved their success criteria by orange highlighting.
  • Children being given the opportunity to free write to encourage a love of writing and to allow children to experiment and practise skills.



Teachers exploit opportunities to make writing meaningful and purposeful often linking to class texts or in response to current issues such as Plastic Pollution in Year 6. Teachers teach a range of written genres and their associated conventions and link creatively to wider topics in a cross curricula way. 

In Early Years, planning includes a range of Provocations in different areas of learning e.g. literacy, creative, construction to encourage mark-making and writing. Purposeful writing that interests the children e.g. superheroes, trip to the farm etc. is provided. A range of materials are available across the Early Years unit for children to mark-make e.g. pens, pencils, chalks, water, porridge oats, shaving foam. By using the Mighty Writer in EYFS and KS1, children learn texts by associating pictures and movements with words and sentences and the children use this to write in sentences.

Through drama children embed their understanding of texts and facts which they recall in their writing. An example is the children recreating the story of Rosa Parks in Year 1, before writing about her life.

Teachers reference the age expectations for their year groups and consider the skills and outcomes achieved in the previous year. As such expectations and challenge remain high and appropriate for the children. Teachers appropriately pitch the written activities linked to the age expectations of their children. Support is given to enable children who may find reaching this level harder through word banks, cloze procedure activities, matching activities and shared writing activities etc.

Handwriting has been a big focus in order for the children to develop a consistent approach across the school and this has been a new challenge for children. The incentive has been to be rewarded with a pen license. 

Our priority is to develop language acquisition, so that children can talk about the marks they make and express themselves in the Early Years and we encourage children to review their own work and how they could progress. Provocations are planned during child-initiated activities so children can take part independently and meet their own challenges. Adult-led Guided Writing activities are planned using the EYFS DB to challenge and further learning e.g. write simple sentences.  Adults facilitate learning during child-initiated activities to challenge the children and move learning on e.g. encourage children to use their phonic knowledge to write words.

Success criteria is shared with children. Work is differentiated so that all children can achieve their learning objections. Children are given opportunities to write in different genres such as biographies, traditional stories, diaries, letters, poetry and explore interests. Teachers make writing purposeful and meaningful and are considered and planned to engage all children. For example, a letter in the role of a character (Emma in Ghost in Annie’s Room Year 2) develops not only written skills but also deeper empathy skills needed for reading too. Similarly, writing a letter to Santa is purposeful in Reception and consequently teaches about audience and purpose in writing generally at an early age. 

Provocations related to children’s interest are available both in the indoor and outdoor areas e.g. life cycle of chicks, ducks, caterpillars, bug hunt etc. New opportunities are provided for children to take part and talk about their learning e.g. super sensory writing words. Teachers give the children real life experiences to inspire writing e.g. cooking, trip to the shops, local walk, pond dipping etc. 

Children in EYFS learn stories through ‘Talk for Writing’ and ‘Story of the week’. Teachers then plan Provocations to encouraged children to use their knowledge of these stories independently in their own story writing and drawing. 

Experiences are given to allow the children to have an in-depth knowledge and understanding before they start to write, such as immersing the children in a bonfire theme in Year 1, Children are shown real fireworks, taste hot chocolate and explore colours through firework art and then write a senses poem about fireworks. Year 6 pupils visit Stratford-Upon-Avon whilst studying Shakespeare’s life and works and this inspires both fiction and non-fiction writing. Some pupils are trained as guides and show the public around landmarks in Stratford and pass on the knowledge they have, with confidence and professionalism.


We teach English lessons every day for all pupils. The curriculum is designed to ensure coverage and develop skills progressively. Writing is evident in every aspect of our curriculum and varying text types are taught throughout the school for a variety of audiences. The objectives of The National Curriculum are followed to ensure that the skills learnt in spelling, punctuation and grammar are embedded and transferred into writing. Lessons are planned so that skills are taught, developed and revisited in a sequential way which promotes learning and retention of knowledge and skills.

Strategies are used throughout the school which encourage oral composition and rehearsal as part of the writing process. Pupils are given a language rich curriculum and environment and are shown how to effectively select and use well chosen, interesting and adventurous language in their writing.  As a school we use ‘Letterjoin’ and begin cursive writing form Year 1, to encourage neat and careful presentation of work.


Each pupil has a profile of work which includes samples of a year’s worth of Writing work to show progression and also samples of Writing from across their school life.  Samples of writing are also displayed across the school showing the progression of writing across the school.

The work in profiles is moderated across year groups and across the school. We have a process of monitoring to ensure standards and this includes, observations, profile trawls, performance management, learning walks and Lesson Study to demonstrate dialogic teaching. Assessment for Learning techniques are incorporated into every English lesson, including feedback, appropriate marking, including comments to improve learning.  

Teachers make termly judgements for each pupil against year group expectations and bring this information to Pupil Progress meetings, alongside updates on intervention groups. We report the standards for individual pupils at the end of Reception, Year 2 and Year 6. Year managers talk regularly to pupils about the curriculum as another way of assessing the impact of writing across the curriculum.

By the time children leave in Year 6, they will be confident writers with a love for writing and the ability to write in a range of different genres for their related purposes and audiences.

Welcome to Anglesey Primary School...Send your child in PE kit next week in an attempt to keep cool in the heat. If they have school shorts or a summer dress, then they can obviously wear those if you’d prefer…To apply for Free School Meals, go to Parents Information and news for more details... You are invited to the School Summer Fair, Friday 15th July, Infant playground, 3.30-4.30. See the parents information section for more information. Please bring lots of coins to spend!