In her recent blog, Education Adviser, Emma Mudge, discusses the new writing framework…

As an English Adviser and KS2 Writing Moderator, I frequently work with teachers and leaders grappling with the question of how to “improve writing” across their school.

Often, this conversation leans towards assessment data, standardised frameworks, and an understandable desire for clearer progression. But as the DfE’s Writing Framework makes clear, writing is not simply a set of grammar objectives or compositional features.

It is a complex, high-cognitive, and fundamentally creative process – one that requires careful, deliberate teaching from the earliest stages of a child’s education.

But does this new framework bring the clarity teachers need? And, more importantly, will it help us create better writers?

A Welcome Acknowledgement of Complexity

From the outset, the document does something many writing-related publications have struggled with: it acknowledges the complexity of learning to write.

Rather than reducing writing into disconnected strands, The Writing Framework outlines three integrated components – transcription, composition and the writing process – underpinned by spelling, handwriting, sentence construction, vocabulary and cohesion. These aren’t discrete silos but essential, interconnected threads weaving together to form writing competence.

In its summary, the Framework is candid: “Writing places significant demands on pupils’ working memory so it is vital to teach it in a sequenced way that helps to manage those demands.”

This is a huge step forward. For too long, writing has been either over‑simplified or mystified – sometimes both – leaving teachers unsure where to focus, particularly in the younger years.

Writing as a Process, Not a Product

One of the most important shifts encouraged by the framework is a focus on the process of writing, rather than simply the final product. Writing is messy. It requires rehearsal, trial and error, reflection and editing. From spelling and handwriting fluency to the ability to sustain an argument or craft a narrative voice, writing draws on a wide range of knowledge and mental processes, all of which develop over time and in different ways for different pupils.

Writing also places a high demand on a child’s working memory. The framework is clear: teachers should plan carefully structured sequences that allow for idea generation, oral rehearsal, shared and modelled writing, drafting, revising, editing, and sharing. If we’re not explicitly teaching and rehearsing these strands in manageable chunks and if we’re not building fluency in transcription early on, we are limiting children’s capacity to express their ideas fully.

Children must be taught that good writing doesn’t appear fully formed. It is created, shaped, and refined – writing is a craft! This cannot happen without specific time dedicated to it, rather than moving on too quickly.

Reception: Getting the Building Blocks Right

The Framework places welcome emphasis on the importance of writing development in Reception, grounding it firmly in the realities of young children’s cognitive and physical development. It reminds us that writing begins not with genre or extended composition, but with transcription – specifically letter formation and spelling using GPC knowledge learnt in phonics teaching. As the Framework states: “This early instruction helps pupils to acquire these skills gradually, allowing them to free up working memory for composing.”

The Writing Framework recommends that there are additional handwriting lessons for pupils (so that it is not only taught during phonics) supporting children to learn how to sit when writing, how to hold a pencil and how to form letters correctly. Teaching handwriting should be structured and progressive – moving from gross motor development to the finer control required to write legibly. Appendix A specifically identifies handwriting family groups, joins and posture ‘non-negotiables’ which teachers can use to support their lessons.

Sentence Construction: Structured, Scalable, and Supportive

One of the Framework’s clearest messages is that writing places heavy demands on pupils’ working memory and that explicit, sequenced teaching of sentences is key to managing this complexity. As the guidance explains: “Sentence-level teaching, which focuses on pupils’ understanding about how to construct sentences, should be a key component of any writing curriculum.”

Rather than expecting children to produce extended writing too soon, the Framework encourages teachers to focus first on oral composition and sentence-level writing. It states clearly: “Pupils should not be expected to produce extended pieces of writing until they can construct sentences securely.”

This deliberate approach reduces cognitive load and helps children build confidence and control before moving onto more complex tasks. For example, pupils might rehearse a sentence orally with a partner before writing it independently, building fluency without overload.

This is not grammar instruction for its own sake, but sentence-level mastery that supports writing with clarity, accuracy and intent laying a foundation for cohesion, style and voice to develop over time.

The Role of Grammar: Precision, Not Prescription

Grammar matters. But not as a separate, decontextualised checklist. The framework advocates for the integration of grammar into meaningful writing and teaching it within a context. We want to encourage pupils to learn how grammatical choices affect meaning, tone, and reader response. Teaching pupils how to vary sentence structures, manipulate verb forms, or shift voice and perspective is essential – but only when they understand why they are doing it.

This means that modelling is crucial. Pupils must see their teachers write, narrate their thinking, edit in real time, and reflect on language choices. “Use a relative clause” means very little unless children understand how that clause changes the rhythm, emphasis or clarity of a sentence. When grammar is abstracted from writing, it becomes a memory exercise; when embedded within authentic tasks, it becomes a tool for crafting meaning.

Talk: The Foundation of Writing

In line with Ofsted’s Telling the Story report, the framework reinforces what many experienced educators have long known: spoken language underpins writing. Children need structured opportunities to develop and rehearse language orally before they write it down. Storytelling, debate, drama, presentation, and structured discussion are not ‘add-ons’ – they are central to how children internalise language patterns, clarify ideas, and prepare to write.

Oral composition must be planned into sequences of writing, not left to chance. Before writing a persuasive letter, children should try persuading their peers out loud. Before writing a dialogue, they should role-play the conversation. Not all pupils arrive at school with the same linguistic resources; we must create a language-rich culture where children are immersed in vocabulary, sentence structures, and rhetorical devices they can later draw on in writing.

The Challenge of Implementation

Of course, no framework is a silver bullet. If this document is to shape classroom practice meaningfully, schools will need time to interpret it, not just implement it. Leaders need to consider how it aligns with their current curriculum and what may need to change or be adapted as a result.

One of the positives about this framework is the practical suggestions provided to support the implementation –  audits, case study examples and reflection upon what might be required to support those with specific challenges.

Building a Culture of Writing

Writing cannot be transformed by one teacher alone. The framework urges leaders to create a coherent, whole-school approach to writing. This includes a clear progression of skills from EYFS to Year 6, agreed principles around modelling and editing, and shared understanding of how writing develops over time.

Perhaps the biggest shift the framework invites is cultural, rather than structural.

To teach writing well, schools need a culture that understands writing as an often messy, cognitive and creative process. Classrooms where children talk about their choices, take risks, and reflect meaningfully. A curriculum built on rich texts, authentic purposes and real audiences. CPD that values writing pedagogy, not just outcomes.

Conclusion

The Writing Framework won’t fix everything—but it gives us shared language, a coherent model, and crucially, it recognises that writing is far more than a list of features to tick off.

If used wisely, it can help us shift the narrative from performance to development – where pupils become increasingly independent, fluent and purposeful writers.

The Writing Framework has proved to be a welcome and timely document, providing the clarity needed to help leaders shape a curriculum that builds better writers.

  The Writing Framework – What You Need To Know

Join us for a Twilight Training Session on Wednesday 22nd Oct 2025.

SFE English Adviser, Emma Mudge, will be delivering a training session covering the fundamental messages contained within the Writing Framework. This session is ideal for school leaders and English leaders who wish to reflect upon the recent recommendations within ‘The Writing Framework’ and how their own current writing curriculum works in line with this.

Find out more and book your place using the button below, or please feel free to browse the rest of our English CPD courses here.

 About the Author

Emma Mudge - Adviser, Services For Education

Emma has more than 20 years' experience in primary education and has worked in a variety of roles including Assistant Head Teacher, Deputy Head Teacher, and Acting Head Teacher - working at the forefront of school leadership and improvement for the majority of her career.  

Emma now works as the Educational Adviser for English sharing her experience and knowledge to continually promote and improve the standard of teaching and learning in English, and in school improvement overall. Supporting schools with the accuracy of their KS1 and KS2 writing assessments is an important part of her role, using her expertise as a member for the moderation team to inform, train and support teachers and school leaders. 

Emma is also part of the team which delivers the Health For Life programme (improving the healthy opportunities for primary aged children) and the NPQSL, where she proudly supports the development of our aspiring leaders in the city.