: Small School, Big Writers Evidence-Informed Approaches to Teaching Writing in small schools

Writing well is a gateway to academic success, personal expression, and future opportunity. For small schools, the challenge is often how to develop robust, sustainable approaches to teaching writing without the resources or staffing of larger settings. The good news is that high-impact, evidence-based strategies exist — and they don’t require large budgets or teams, just thoughtful planning and consistent implementation.

Drawing on the EEF’s guidance reports and evidence reviews — including the Improving Literacy in Key Stage 2, Key Stage 1, and Writing Approaches in Years 3 – 13 — this blog explores what works in writing instruction and how small schools can apply these insights effectively.

Research consistently shows that teaching pupils explicit strategies for planning, drafting, revising, and editing improves writing outcomes. This holds true across primary and secondary phases.

Practical tips for small schools:
- Use modelling to ​‘think aloud’ the writing process, focusing on one strategy at a time.
- Build shared success criteria through collaborative work with pupils.
‑Use sentence stems and planning scaffolds to help pupils internalise strategies.

See EEF KS2 Recommendation 4: ​“Teach writing composition strategies through modelling and supported practice.”

High-quality writing emerges from a foundation of reading. When pupils explore texts deeply — discussing author choices, vocabulary, and structure — they gain the tools to craft their own writing.

What this looks like in small schools:
- Use high-quality texts as mentor models for writing.
- Link reading comprehension lessons with writing tasks to deepen understanding.
- Plan cross-curricular writing that draws on subject knowledge from history or science.

See EEF Evidence Review (Slavin et al., 2019) that highlights the benefit of approaches that blend reading and writing instruction.

Writing is built sentence by sentence. Developing fluent, accurate transcription (spelling, handwriting, punctuation) frees cognitive space for composition.

Ideas to embed in daily routines:
- Incorporate sentence combining and expansion exercises.
- Dedicate short, focused time to spelling and handwriting.
- Use dictation as a tool to reinforce spelling and grammar patterns.

See EEF KS2 Recommendation 5: ​“Develop pupils’ transcription and sentence construction skills through extensive practice.”

Feedback is most effective when it is timely, focused, and helps pupils understand the next steps in their writing development. It doesn’t have to be time-consuming.

Small school efficiencies:
- Prioritise verbal feedback during the writing process (“live marking”).
- Train pupils to peer-assess using checklists or rubrics aligned with learning goals.
- Plan feedback around recurring whole-class issues rather than marking everything.

See EEF Feedback Guidance: ​“Plan for how pupils will receive and use feedback” and ensure it is acted upon to improve writing.

Implementation research reminds us that adopting too many changes at once often leads to superficial impact. A phased approach, with time to trial, adapt, and embed, is key — especially where staffing is tight.

Advice for small schools:
- Start small — focus on one or two key practices (e.g., modelling writing and sentence-level work).
- Involve all staff in planning and evaluation to build shared ownership.

Use the EEF’s School’s Guide to Implementation to plan purposeful, manageable change.

Many small schools, particularly in rural areas like Cornwall, teach pupils in mixed-age classes. While this presents challenges, it also offers opportunities for rich, collaborative writing experiences — when approached thoughtfully.

Here’s how the evidence can guide practice in mixed-age settings:

Use shared texts to unify the writing experience
High-quality, age-flexible texts allow all pupils to engage with the same content but respond in differentiated ways.

- Primary example: Use a core storybook or historical text for a writing stimulus. Younger pupils might retell the story; older pupils could explore the author’s technique or write from another character’s perspective.

- Secondary example: A shared article or short story can lead to varying outcomes — letters, debates, or critical responses suited to different age groups.

Model once, scaffold differently
Whole-class modelling of writing strategies is highly effective. Follow this with differentiated scaffolding based on pupil need and developmental stage.
- Use graphic organisers or sentence starters for younger or less confident writers.
- Encourage older pupils to mentor peers or write independently using the same underlying structure.

Group by need, not just age
When practising transcription skills (spelling, handwriting, sentence structure), group pupils flexibly according to their current writing development — not strictly by age.
- Consider same-skill spelling or sentence construction groups.
- Use guided writing sessions to work intensively with pupils who share similar needs.

Make the most of mixed-age talk
Mixed-age classrooms can encourage purposeful talk when older pupils model metacognitive approaches and younger ones gain exposure to more sophisticated language use.
- Use structured talk activities before writing (e.g. ​“Say it before you write it”).
- Promote paired discussion using age-appropriate prompts.

The bottom line is that mixed-age classes aren’t a barrier to excellent writing instruction — they’re an opportunity to personalise and enrich it. With strategic modelling, flexible grouping, and consistent use of shared texts, you can create a powerful writing culture that supports every learner.

Small schools often boast strong relationships, adaptability, and a close-knit staff culture — ideal conditions for effective implementation. By focusing on what the evidence says works, and adapting these principles to suit your context, you can make writing a real strength in your school.

Start with:
- Modelling strategies.
- Linking reading and writing.
- Prioritising sentence construction.
- Giving purposeful feedback.
- And taking your time to do it well.

Your pupils will be the ones who benefit — becoming not just more proficient writers, but confident communicators too.