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Writing Assessment

Writing Assessment


EYFS - Read Write Inc

  • In EYFS in Autumn term week 1, a writing baseline assessment is completed identifying hand preference, grip used, control of the pencil and any correctly formed letters.  Then in week 2, onwards provision is provided based on the needs of the children. 
  • Activities used target the specific fine motor skills needed for writing, these include ‘Dough Disco’, ‘Jump Ahead’ and fine motor activities.  Targeted children are identified and adults assess and monitor the development of skills and specific interventions are delivered to any children with developmental needs in writing so they can keep up with their peers. 


Half Termly assessments - Read Write Inc

  • All children from ‘Red books’ onwards on the Read Write Inc programme and on Read Write Inc Comprehension are assessed half termly using the Read Write Inc assessment grids. 
  • The assessment grids form individual records for each child which clearly identifies each child’s ability to apply their spelling, handwriting and punctuation knowledge appropriately to the stage they are at on the phonics programme. 
  • Any children that have been identified as requiring additional support with their writing will quickly have interventions put in place to support this e.g., fine motor skills – ‘Write From the Start’ intervention programme, additional handwriting practise using RWI Handwriting Stages to ensure correct and accurate letter formation and the over learning of spelling the ‘red words’. 
  • All children’s progress is tracked throughout school and the RWI Leader monitors this progress to ensure children are making the expected progress. 


Formative Assessments - Read Write Inc

  • The ongoing day to day assessment of writing is also an important way of monitoring progress.  Throughout the phonics session the phonics teacher is continuously monitoring the participation of all children within their group to check their understanding and application of skills. Through ‘LIVE MARKING, teachers will provide individual feedback to children and identify any children that need additional practise adapting the session to allow this e.g. modelling the correct formation of a letter and applying phonic knowledge to spellings. 


WOW writing

  • Children are given the opportunities to demonstrate their knowledge of writing through regular opportunities to write independently and at length at the end of the unit.
  • These pieces are assessed by the class teacher using the assessment frameworks. At Gawber, the teacher assessment framework is used for assessment in year 2 and 6. Assessment frameworks linked to our progression documents and modelled on the TAF are used in other year groups.

Across the Curriculum

  • Writing is continuously monitored across the curriculum to ensure all children are transferring the skills they have learnt and are applying them correctly in all the writing they produce. 


5-minute SPaG

  • Additional activities based on prior knowledge are given (in year 2 – year 6) so that children can re-vist and re-learn. Teachers use this time to assess if knowledge is being retained or if further teaching is necessary.



  • Children are given spellings to learn each week.
  • These spellings may be linked to the sounds/ words being studied in phonic.
  • These spellings may be linked to a spelling pattern.
  • In KS2, children will be given a ‘stinker’ each week that they will be assessed on. This is taken from the statutory spelling lists. Progress towards knowledge of these lists is always discussed with parent/carers.
  • In KS2, children are also given a ‘mystery spelling.’ This spelling uses the taught spelling rule but has not been included in the list sent home. By doing this, teachers are able to see if children are able to apply their knowledge of the rule.
  • Spellings that children have been taught previously are often included in dictated sentences to assess if this knowledge has been retained.


Dictated sentences

  • Dictated sentences are used across school to assess whether children are able to apply the knowledge taught.



  • Handwriting is taught daily and formatively assessed throughout the session.
  • DASH (detailed assessment of speed of handwriting) is used to assess the speed of writing in year 4.
  • Additional interventions are used for those who require it.
  • Handwriting licenses are awarded to children who are joining their letters accurately in Y4,5 and 6.