Research School Network: See writing as a process, not a single event. Showing pupils not just what to write, but how writers think.
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See writing as a process, not a single event.
Showing pupils not just what to write, but how writers think.
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by Aspirer Research School
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Margaret Daly
Research School Director
Margaret is the Director of Aspirer Research School and has held leadership roles in both primary and specialist settings. With over 33 years of teaching experience, she has educated children aged 3 to 19.Throughout her career, Margaret has taken on leadership responsibilities in areas such as behaviour, safeguarding and attendance, mental health, and SEND.Follow Margaret on @Margaret22141146
I recently observed a Year 2 writing lesson where a pupil confidently declared, “I’ve finished!” after just two sentences. The teacher paused, smiled, and replied, “Finished… or ready to improve?” What followed was not more writing, but better thinking. Together, they revisited the plan, identified which parts were missing, checked the sentences for clarity, and refined them. That moment captured something important: writing is not a single act, but a process.
This idea sits at the heart of Recommendation 5 from Improving Literacy in Key Stage 1: Teach pupils to use strategies for planning and monitoring their writing (EEF, 2020). The most effective lessons I have seen bring this process to life, using supports such as story maps, word banks, writing tool kits and even drama to help pupils shape their ideas before they begin writing.
Writing can feel mysterious to pupils. Experienced writers make decisions almost automatically, but novices need those decisions to be made visible. The guidance is clear that teachers should model these strategies explicitly. In practice, this means thinking aloud: “I want my opening to grab attention, maybe I’ll start with a question…” or “This doesn’t quite make sense yet, how can I improve it?”
These moments matter. They show pupils not just what to write, but how writers think.
Reflection Point: Do I model the thinking behind writing clearly and regularly?
Of course, modelling is only the starting point. Pupils need structured support through shared planning, writing frames, or checklists to practise these strategies. Crucially, this support must be temporary. As confidence grows, it should be gradually removed so that pupils can take increasing ownership. Without this shift, there is a risk that pupils become dependent on prompts rather than developing independence.
EEF Improving Literacy in Key Stage 1, Pg 44.
This model, found on page 44 of the guidance report, provides a clear pathway for reducing support over time, ensuring pupils develop the confidence and strategies needed to work independently rather than becoming reliant on adult guidance.
Reflection Point: Am I gradually reducing scaffolds to build independence?
This is particularly important in the context of equity. While we know that pupils from disadvantaged backgrounds, on average, achieve less well in literacy, explicitly teaching the writing process helps ensure that all pupils have access to the strategies they need to succeed, rather than relying on assumed prior knowledge.
“Attainment in writing increased for non-disadvantaged pupils but remained at the same level as 2024 for disadvantaged pupils,”
When this approach is embedded, classrooms feel different. Pupils no longer see writing as “done” or “not done.” Instead, they talk about improving, refining, and developing their work. Writing becomes less about completing a task and more about communicating with purpose.
Reflection Point: Do my pupils see writing as something to finish or something to improve?
Ultimately, when we treat writing as a process, we do more than improve outcomes; we develop thoughtful, independent writers.
Further Reading
Education Endowment Foundation (2025). Metacognition and Self-Regulated Learning.
Department for Education (2025) Key stage 2 attainment, Academic year 2024/25. Available at: Key stage 2 attainment statistics (Accessed: 24 March 2026)
