Version 1.3 Final July 2026 Presentation – big picture
Handwriting and presentation are foundational to pupils' ability to communicate effectively in writing. The DfE's Writing Framework (2024) emphasises that automaticity in handwriting frees cognitive load, allowing pupils to focus on composition and vocabulary. Pupils, regardless of need, can access a consistent, progressive handwriting curriculum supports both attainment and pupil confidence. Presentation also reflects and reinforces pupil pride, engagement, and self-regulation — core components of a positive school culture. NOTE: specific catch-up programmes are available as intervention – see K Sanderson.
Presentation
Ensure all year groups follow consistent letter formation, joining progression, and presentation expectations. Adapt delivery for pupils with SEND (e.g. dyspraxia, DCD, fine motor difficulties) through differentiated resources, specialist equipment.
Assessments using a school-developed rubric (linked to DfE Writing Framework descriptors) show ≥80% of pupils meeting age-related expectations by end of academic year. Pupils with SEND on SEN Support or with EHCPs show measurable progress against their individual targets (tracked via provision maps). Book scrutinies each term evidence improved consistency in presentation across year groups. - Pupil voice surveys show increased confidence in writing presentation.
All teaching staff receive at least one CPD session on delivery and SEND adaptations by October 2026. The SENDCO audits current SEND pupils' fine motor needs and updates
January 2027: Mid-year book scrutiny and
pupil progress review. - April
2027: Pupil voice survey conducted. - July 2027:End- of-year assessment; impact evaluated
provision maps by November 2026. The school has a
SENDCO, a writing lead, and CPD time within the school calendar. Resources (pencil grips, sloped boards, adapted paper) are available. The DfE Writing Framework provides a clear national reference point for progression.
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