A research-informed, inclusive framework for writing from Birth to Key Stage 2
The SIL Writing Pathway is a comprehensive, evidence-informed framework designed to support the development of writing across the entire primary phase - from the earliest stages in the Early Years Foundation Stage (EYFS) through to the end of Key Stage 2. Developed collaboratively by School Improvement Liverpool’s Early Years, Curriculum & Assessment, SEND, and Language Acquisition specialists, this pathway provides a clear, coherent progression that equips practitioners to deliver high-quality writing instruction for every learner.
What the SIL Writing Pathway Offers
The Writing Pathway provides a structured yet flexible approach to teaching writing, ensuring consistency, clarity, and inclusivity across all phases:
- Clear Developmental Milestones (EYFS)
Carefully aligned with statutory Educational Programmes, these milestones support practitioners in identifying children’s progress in early writing and responding effectively through provision and teaching. - Progressive, Practical Teaching Resources
A rich bank of stage-appropriate activities, tools, and classroom strategies ensures continuity from EYFS to KS2, supporting high-quality practice in all settings. - Sequenced Transcription Progression
A detailed progression of handwriting, spelling, and sentence construction enables pupils to build fluency and confidence, laying the foundation for effective written communication. - Inclusive Practice at the Core
The framework embeds strategies to support children with SEND and those learning English as an additional language (EAL), ensuring equitable access to writing for all learners.
Why Choose the SIL Writing Pathway?
The pathway is designed to strengthen practice, outcomes, and professional collaboration across schools:
- Consistency Across Phases
A shared understanding of writing development supports smooth transitions between EYFS, KS1, and KS2, minimising gaps and avoiding duplication. - Increased Practitioner Confidence
Practitioners are empowered with clear guidance and practical tools to plan, assess, and adapt teaching in line with current national expectations, including the DfE Writing Framework (2025). - Improved Pupil Outcomes
Early identification of need, combined with a structured progression and targeted support, contributes to improved attainment in writing - Sustainable and Scalable
Designed to integrate seamlessly into school improvement strategies and CPD programmes, the pathway offers long-term impact and adaptability to future curriculum developments.
What is included:
- EYFS Child Development Guidance
- Early Writing Pathway Composition Guidance and Video
- Early Writing Pathway Transcription Guidance and Video
- Early Writing in the EYFS - Practical Support Guide Pack
- Barriers to Transcription for Children with SEND – identifying and addressing common challenges affecting children’s ability to record their ideas.
- Creating a Curriculum for Writing in the EYFS: Hints and Tips – practical advice for developing a purposeful, progressive writing curriculum.
- Creating Environments for Writing in the EYFS: Hints and Tips – guidance on designing enabling environments that inspire and motivate writing.
- Handwriting in the Reception Year – key principles and approaches to support early mark-making and letter formation.
- Key Considerations for Effective Interactions in the EYFS – strategies to enhance adult-child interactions that underpin writing development.
- Strategies for Modelling Oral Composition – supporting children to articulate ideas as a foundation for writing.
- Supporting Children with SEND in Writing Composition – inclusive approaches to ensure all children can engage meaningfully in writing.
- The Writing Framework: Considerations for Reception – essential elements for building strong foundations in early writing.
- SIL Handwriting Matters Programme
- Pre‑Writing Shapes
- Pre‑Writing Patterns
- Accurate Formation (Letters & Numbers)
- Accurate Formation – Joining
- Assessment Tools
Sneak a peek - click here!
