By Ellen Counter, Deputy Lead Adviser Primary English,
Tamsin Church, Secondary English Adviser
and Penny Slater, Partnership Lead
In July 2025 the Department for Education (DfE) released a comprehensive, non-statutory document, titled “The Writing Framework”. Its aim was to support writing instruction from Reception to Key Stage 2, with some reference to transition into Key Stage 3. Though not mandatory, the framework aims to inform best practice, providing a useful tool that leaders can use to reflect on their current writing approaches and curriculum offer.
A shift in emphasis: Quality over quantity
A central message is the encouragement to slow down. The framework prioritises quality writing rather than large volumes of text. This is underpinned by foundational skills – transcription, sentence structure and oral composition – as essential building blocks.
Take action: Use HFL Education’s Securing Full Stops and Fixing Full Stops programmes to support sentence-level accuracy in KS1 and KS2, respectively.
The DfE’s writing framework promotes writing as a developmental journey, not a checklist of discrete skills. It emphasises teaching grammar in meaningful contexts and calls for a well-sequenced curriculum aligned with audience and purpose.
Take action: HFL Education’s ESSENTIALWRITING offers structured planning and sequencing across year groups.
Motivation, agency, and writing across the curriculum
The framework values motivation and agency, encouraging children to write about topics that matter to them. Writing is positioned not just as a literacy skill but also as a tool for thinking, remembering, and expressing ideas across subjects.
Take action: Use Winning at Writing KS2: Raising writing standards in Years 4/5 to build pupil confidence and promote purposeful composition.
Blind spots and missed opportunities
Despite its strengths, the DfE’s writing framework has some notable gaps:
In EYFS, while physical development is acknowledged, there’s limited guidance on knowing when children will be likely to form letters using an accurate process.
The framework lacks practical strategies for teaching stages of the writing process. For example, while the framework stresses the importance of editing, it offers little on how to teach that effectively.
The specific needs of multilingual learners are overlooked throughout the framework.
Take action: Sign up for Adaptive Teaching for Learners using EAL (run as part of The Bell Foundation’s Language for Results suite) to ensure staff know how to adapt teaching in a responsive way to meet language development needs of pupils who use EAL alongside curriculum learning.
Unintended consequences: A cautionary tale
The framework’s emphasis on foundational skills, if misinterpreted, could lead to unintended outcomes:
Viewing writing development as linear
The framework warns against the belief that children must master transcription before engaging in composition. However, its use of the “Simple View of Writing” alludes to writing development being linear, with children moving from transcription to composition. Employing this mindset risks creating technically competent but creatively stifled writers.
Over-prioritising sentence-level instruction
The emphasis on sentence construction and transcriptional accuracy could overshadow the importance of meaningful, creative composition. Writing should not be reduced to technical drills; it must remain a vehicle for expression and communication.
Neglecting emergent writing
In the early years, emergent writing is a vital stage in literacy development. It reflects a child’s growing understanding of writing as a form of communication. Omitting this stage risks foundational literacy skills being undermined.
Take action: Use HFL Education’s ESSENTIALWRITING for Early Years to build strong foundations for successful young writers.
A balanced approach to writing instruction
Ultimately, the framework calls for a balanced approach. While technical competence is essential, it must serve the broader goal of authentic, purposeful writing. Schools are encouraged to teach writing progressively and sequentially, ensuring that no child is left behind and that all pupils are equipped to write with clarity, creativity and confidence.
Take action now: reach out today to a member of the Primary English team by emailing primaryenglish@hfleducation.org to discuss your pupils’ writing needs.
Spotlight on KS3
Reflections on The Writing Framework from Tamsin Church, HFL Education’s Secondary Curriculum Lead:
The new writing framework could be interpreted as sounding a klaxon for KS3 teachers to re-evaluate and refine their approach to teaching writing.
Year 7 pupils arrive still developing their writing fluency. Effective writing at KS3 must be underpinned by consistent scaffolding.
Building on strategies such as sentence-level work, oral rehearsal, guided editing, and teacher modelling can help support this transition into secondary. Meanwhile, struggling writers need diagnostic support and targeted intervention. This is an opportunity to reshape writing at KS3, with purpose and precision.
Find out more about our comprehensive writing support
