The Croft Preparatory School
Handwriting Policy
Whole School Policy, including the Early Years Foundation Stage
Introduction
At The Croft Preparatory School our purpose is to provide each child with academic
challenge and the opportunity to succeed and develop a sense of self-worth. It is the
School’s aim to equip each child with the necessary skills to achieve a legible script.
This policy is a working document, which reflects the ethos and practice within the School
in relation to developing a consistent handwriting style. It has been written with due
regard to the requirements of the Statutory Framework for the Early Years Foundation
Stage (2014), ‘Developing Early Writing’ (2001) and National Curriculum (2014) and it will
be monitored and evaluated according to changes within these documents as and when
they arise.
Aims
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to promote continuity and coherence in learning and teaching of handwriting across
the School
to provide equal opportunities for all pupils to achieve success in handwriting
to promote awareness of the alphabetic code and to link letter formation to the
sounds within the code
to achieve a neat, legible style with correctly formed letters in a casual cursive
handwriting style with increasing fluency and speed
to help pupils recognise the importance of clear and neat presentation in order to
communicate meaning effectively
to promote confidence and self-esteem and to encourage pupils to take pride in
their work
to display neatly presented work around the School as a model of excellence to
which others aspire
Curriculum Provision
Handwriting is taught explicitly by class teachers in regular sessions from Reception to the
end of Year 4. In Years 5 and 6, teaching of handwriting is implicit in all written work.
Teaching points, activities and practice are delivered in English lessons, but pupils are
made aware that well-formed handwriting is important across all subjects. Presentation of
all work, written or drawn, is important throughout the School and adequate time is given
to pupils to complete their work to the best of their ability.
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Teaching and Learning
Handwriting is taught and modelled by teachers and teaching assistants throughout the
School. The Nelson Handwriting Scheme is used, the style of which is a casual cursive
script rather than a formal cursive script, the difference being that some letters do not join
and ‘leaders’ are not included.
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Correct pencil grip is encouraged from the very beginning. If pupils are to develop a
fluent and fast handwriting style, they must learn to hold a pencil with a grip that is
relaxed but allows for efficient control of the pencil. If pupils grip a pencil too
tightly, they will not develop a free-flowing movement and they will tire very
quickly. Experts agree that pupils should be encouraged to hold the pencil between
the thumb and forefinger with the pencil resting on the third finger. The thumb and
forefinger should also be able to move slightly so that very fine movements
required for writing are possible. Commercial pencil grips, or triangular pencils, can
be used to encourage correct pencil hold.
How to teach the correct pencil grip:
One easy way is to teach the child to:
lay the pencil down pointing towards the child’s tummy
pinch the pencil near the writing point with index finger and thumb (you can mark
the place to hold with a rubber band or tape)
pick the pencil up and swing it over to sit comfortably in the web space between
thumb and index finger
sit the pencil down on the middle finger
If in doubt, it should be possible to hold the pencil this way whilst holding a 2p
piece to the heel of the hand with third finger and little finger.
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Nursery pupils and Little Crofters experience a multi-sensory approach to learning
letter shapes and engage in mark making, using a range of writing materials,
including chunky pencils and brushes, as well as sand, food and paint. Pupils
practise pre-writing activities to promote pencil control.
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Little Crofters have dedicated Writing Areas, both indoor and out, and are
encouraged in their efforts in mark making, using role play and shared writing.
They are encouraged to write their name and other sounds with which they are
familiar for emergent writing activities. Correct formation is encouraged, though not
at the detriment of writing.
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In Reception, letters are practised using workbooks and handwriting is linked to
phonics and word building activities. Pupils are shown how to form letters correctly,
in keeping with the Nelson Handwriting Scheme. Pre-cursive handwriting is
encouraged through use of flicks at the end of letters. Teachers model the correct
formation of letters and this should be achieved by pupils before any attempt is
made at joining. Casual cursive writing starts with Reception pupils who are ready.
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From Year 1, pupils increasingly write in their books, again making the connection
between phonics and handwriting. Formation of letters, joining and consistency in
size and orientation are practised. Most pupils will be ready to write using a casual
cursive script.
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In Year 2, pupils will continue to practise their handwriting and will focus on
legibility and quality of formation and joins.
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The Nelson Handwriting Scheme continues to be used regularly in Years 3 and 4,
by the end of which time, most pupils should have a casual cursive script, which is
regular in size and formation and which is consistent both during handwriting
lessons, and writing across the curriculum.
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During Year 4, pupils are gradually introduced to writing with a pen. Support and
encouragement are given to all to make this important step. Fountain pens with
cartridges are used, but rollerballs are also acceptable, particularly for left-handed
pupils.
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During Years 5 and 6, pupils who are confidently producing legible, neat
handwriting will begin to develop their own individual style and this is encouraged,
provided that legibility and neatness are not compromised. As pupils approach
external examinations, speed whilst being legible is the focus for handwriting. For
those pupils who are still working on joining and legibility, support will be given
within the class setting, including lunchtime sessions and use of multi-lined paper.
(See below for special provision for those with particular difficulty with fine and/or
gross motor skills.) Some pupils may use a word processor for their class and/or
homework.
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The alphabet can be organised into stroke-related groups for easy teaching.
Using ‘shape families’ to teach letter formation
For simplicity, the letters of the alphabet can be sorted into four main movement
groups.
The four groups are:
o down and off in another direction, exemplified by the letter l (long ladder):
letters i, j, l, t, u
o down and retrace upwards, exemplified by the letter r (one-armed robot):
letters b, h, k, m, n, p, r; (numbers 2, 3, 5 follow a clockwise direction)
o anti-clockwise round, exemplified by the letter c (curly caterpillar) letters: c,
a, d, e, g, o, q, f, s; numbers: 0, 6, 8, 9
o zigzag letters: letters: v, w, x, z; numbers: 1, 4, 7.
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The advantage of aligning letters with a key letter is to help pupils remember the
starting point and subsequent movement of the letter. This is particularly effective
in discriminating b from d.
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Joins are divided into four groups in the Nelson Handwriting Scheme
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Since handwriting is essentially a movement skill, correct modelling of the agreed
style by the teacher is very important; it is not sufficient to require pupils to copy
models from a published scheme or worksheet. Consistency in the attitudes
displayed, the methods employed and the models provided is the key to effective
learning.
Special considerations
Posture
Pupils will be able to sustain writing for longer if they become used to sitting
comfortably:
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Tables should be large enough for the pupils not to be jostling each other’s
arms, and of the correct height
Pupils should sit comfortably, with their feet flat on the floor. Their legs
should be free and not come into contact with the underside of the desk top.
The lower back should be resting at the back of the chair. They should be
able to sit up at the table without having to lean over it or stretch to reach it
Pupils should use their non-writing hand to steady the paper and bear some
bodyweight
The paper should be tilted slightly and should be of a manageable size for
the child
A slanting board may be provided for those who need it (a partially filled A4
file is a useful shape).
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Left-handed pupils
Left-handed pupils find writing from left to right more difficult. Teachers should,
therefore, ensure they do not learn bad habits of position, posture and pen hold which
will deter a fast, fluent and legible hand.
Strategies to consider with left-handed pupils during handwriting sessions:
 with young pupils, model air writing, with your left hand
 make sure a left-handed child sits on the left of a right-handed child
 put a mark on the left side of the page to indicate where to start as some
left-handed pupils mirror-write from the right
 left-handed pupils may need to have the paper slightly to the left of the
centre of their body and should be encouraged to tilt their paper clockwise
so they can see what they have written
 to avoid smudging their work, left-handed pupils should be encouraged to
hold their fingers 1.5cm away from the end of the pencil/pen; the pencil/pen
should sit in the “V” between thumb and forefinger sitting parallel to the
thumb; the wrist should be straight
Pupils who join the School after Reception
Teachers will conduct an informal handwriting assessment of pupils who arrive later
than Reception Year to determine if there is any cause for concern. Support will be
given, as required.
New pupils whose handwriting style is different to that chosen by The Croft will be
allowed to continue to write in that style, unless any difficulties with joining are
encountered, for example.
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The role of the teacher
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to
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follow the School policy to help each child develop legible and fluent handwriting
provide direct teaching and accurate modelling
praise and encourage all efforts made with handwriting
provide resources and an environment which promotes good handwriting
observe pupils, monitor progress and determine targets for development
provide opportunities to display pupils’ handwriting
The role of parents and carers
Parents and carers are invited to support their child’s efforts in handwriting. An
information sheet is attached to this policy (Appendix 1), outlining the formation of letters.
Appendix 4 shows how letters join. Handwriting practice at home is encouraged.
The Handwriting Policy is available on the School’s website.
Inclusion
Pupils who have particular difficulty with handwriting will receive support within the class,
particularly from teaching assistants. Teachers may allow class and/or homework to be
completed using a word processor. It is important that keyboard skills are practised to
achieve working speed.
Teachers may refer pupils, using the Occupational Therapy Screening Test (see Appendix
3) and Learning Support Concern Form. An occupational therapist teaches pupils with
particular handwriting needs in groups or one-to-one sessions. Some pupils may have an
IEP which includes recommendations for handwriting.
Teachers may award a Handwriting Certificate for any child who has made significant
improvement in their handwriting.
The contribution of handwriting to other aspects of the curriculum
Handwriting impacts on most aspects of the curriculum. Any written work needs to be
legible and of regular formation. Because teachers teach pupils across a range of subjects,
particularly from Nursery to Year 4, there is consistency in approach across the curriculum.
Assessment, reporting and recording
Handwriting is monitored informally during specific handwriting activities and work
completed in exercise books.
Handwriting and Presentation are included in the end-of-year reports to parents.
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References
‘Developing Early Writing’, The National Literacy Strategy (2001)
The National Handwriting Association http://www.nha-handwriting.org.uk/
‘Gateway to Writing’, The National Strategies (2009)
National Curriculum 2014
Appendices
1.
2.
3.
4.
Letter formation for right- and left-handed children
Four joins (Nelson Handwriting Scheme)
Occupational Therapy Screening Test (Learning Skills 4 Kids & Occupational
Therapy for Pupils)
National Curriculum 2014 Handwriting: statutory requirements and non-statutory
guidance (2013)
Reviewed – MCr
Peer Review Completed
Ratified ELT
Review
September
25 September
5 October
September
2015
2015
2015
2017
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Appendix 1
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Appendix 2 Four joins (Nelson Handwriting Scheme)
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Appendix 3
OCCUPATIONAL THERAPY SCREENING TEST
Name:
Date:
Class: __________________________________
Age: ______________________
1
HANDWRITING LEGIBILITY AREAS
Forms all lower case letters correctly (circle the incorrectly
formed letters)
a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z
2
Forms all upper case letters correctly (circle the incorrectly
formed letters)
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W,
X, Y, Z
3
Forms all numbers correctly (circle the incorrectly formed
numbers)
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19,
20
4
All letters and numbers sit on the line correctly
5
Size of letters and numbers are consistent
6
Spaces between letters are consistent and correct
7
Spaces between words are consistent and correct
8
Uses capitals letters in correct places
9
Starts writing at the margin on all lines
10
There are no letter or number reversals
11
Writing is easy to read
12
Finishes written tasks on time
YES
NO
MECHANICS OF HANDWRITING
1
Holds pencil correctly (tripod grip)
2
Sits correctly- sits with straight back, both arms on table, feet
flat on the floor
3
Generally sits still during writing tasks
4
Stabilises paper with non-dominant hand at top of page at all
times
5
Holds pencil with a relaxed grip. (Not tight.)
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Occupational Therapy Screening Test
Handwriting Score:
A referral for a full Occupational Therapy assessment is recommended if:
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the child scores the response “NO” for 10 or more items within the legibility section.
the child scores the response “NO” for 3 or more items within the mechanics of
handwriting section.
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Appendix 4
National Curriculum 2014
Writing – handwriting
Year 1
Statutory requirements
Pupils should be taught to:
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sit correctly at a table, holding a pencil comfortably and correctly
begin to form lower-case letters in the correct direction, starting and finishing in the
right place
form capital letters
form digits 0-9
understand which letters belong to which handwriting ‘families’ (i.e. letters that are
formed in similar ways) and to practise these.
Notes and guidance (non-statutory)
Handwriting requires frequent and discrete, direct teaching. Pupils should be able to form
letters correctly and confidently. The size of the writing implement (pencil, pen) should not
be too large for a young pupil’s hand. Whatever is being used should allow the pupil to
hold it easily and correctly so that bad habits are avoided.
Left-handed pupils should receive specific teaching to meet their needs.
Year 2
Statutory requirements
Pupils should be taught to:
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form lower-case letters of the correct size relative to one another
start using some of the diagonal and horizontal strokes needed to join letters and
understand which letters, when adjacent to one another, are best left unjoined
write capital letters and digits of the correct size, orientation and relationship to one
another and to lower case letters
use spacing between words that reflects the size of the letters.
Notes and guidance (non-statutory)
Pupils should revise and practise correct letter formation frequently. They should be
taught to write with a joined style as soon as they can form letters securely with the
correct orientation.
Year 3 and 4 (Lower KS2)
Statutory requirements
Pupils should be taught to:
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use the diagonal and horizontal strokes that are needed to join letters and
understand which letters, when adjacent to one another, are best left unjoined
increase the legibility, consistency and quality of their handwriting [for example, by
ensuring that the downstrokes of letters are parallel and equidistant; that lines of
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writing are spaced sufficiently so that the ascenders and descenders of letters do
not touch].
Notes and guidance (non-statutory)
Pupils should be using joined handwriting throughout their independent writing.
Handwriting should continue to be taught, with the aim of increasing the fluency with
which pupils are able to write down what they want to say. This, in turn, will support their
composition and spelling.
Year 5 and 6 (Upper KS2)
Statutory requirements
Pupils should be taught to:
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write legibly, fluently and with increasing speed by:
choosing which shape of a letter to use when given choices and deciding whether
or not to join specific letters
choosing the writing implement that is best suited for a task.
Notes and guidance (non-statutory)
Pupils should continue to practise handwriting and be encouraged to increase the speed of
it, so that problems with forming letters do not get in the way of their writing down what
they want to say. They should be clear about what standard of handwriting is appropriate
for a particular task, for example, quick notes or a final handwritten version. They should
also be taught to use an unjoined style, for example, for labelling a diagram or data,
writing an email address, or for algebra and capital letters, for example, for filling in a
form.
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