The DfE’s Writing Framework: What Teachers Need to Know

Jul 16 / Mark Allday

The DfE has published The Writing Framework, offering practical, evidence-based strategies to help raise writing standards from Reception to Key Stage 2. It complements The Reading Framework (2021) and provides extensive guidance—some of which may already reflect current practice, but all of which invites useful reflection.

Here are some of the key highlights.

Getting it Right in Reception

Reception lays the foundation, and the guidance is clear: keep things simple and do them well. Key points include:

  • Handwriting must be taught explicitly and alongside phonics

  • Tasks should match developmental stage – expect phrases and short sentences, not full stories

  • Letter formation must become automatic to support fluency

  • Oral composition before writing is essential – children should rehearse sentences aloud

  • Frequent, purposeful opportunities to write should be embedded across the day – from planned activities to continuous provision in indoor and outdoor spaces

Supporting Disadvantaged Pupils

The framework emphasises the importance of early identification and tailored support for disadvantaged learners. It cautions against narrowing the curriculum through excessive test preparation, which can undermine creativity and confidence.

This echoes long-standing advice from the Education Endowment Foundation (EEF), whose reports stress adaptation and responsive teaching at all Key Stages.

Oracy is Fundamental

Language development starts with talk. Rich, structured conversations and storytelling build vocabulary and sentence awareness.


However, writing is not simply speech written down – it’s more complex, requiring control over grammar, spelling, and punctuation. These must be taught explicitly.

Talk supports writing at every stage—especially during planning, ideation, and oral rehearsal. Encouraging children to speak in full sentences builds the foundation for their writing voice.

Cognitive Load Matters

Writing is hard—and it gets harder as pupils progress. To support long-term success:

  • Match challenge to readiness – don’t rush extended writing
  • Give tasks meaning – personal and purposeful topics motivate better writing
  • Offer choice, however small, to promote agency
  • Model writing and provide feedback regularly to build skill and confidence


Avoid overwhelming children. Build stamina gradually through meaningful tasks, not through pressure.

Reading and Writing: Connected but Distinct

While reading and writing support each other, they’re not mirror images.

  • Reading exposes pupils to structures, genres, and vocabulary
  • Writing helps pupils understand how authors construct meaning

But the framework warns against turning reading into a purely analytical task. Enjoyment matters—balance deep understanding with pleasure.

Summary: Key Messages from the Framework

✅Use talk to support sentence structure and composition

✅Link reading and writing—but keep reading joyful

✅Support disadvantaged pupils with early, responsive teaching

✅Prioritise explicit teaching of transcription skills in early years

✅Design meaningful, engaging tasks suited to pupils’ developmental level

✅Focus on fluency and confidence before expecting extended writing

How Can Prospero Learning Support You?

We’re developing new writing-focused CPD to help schools implement this guidance effectively. Check back in the new academic year for updates.

In the meantime, explore our free phonics courses:

  • An Introduction to Phonics for Teachers
  • An Introduction to Phonics for Teaching Assistants