Writing Ambassadors

A Writing Ambassador acts as a pupil representative and champion for their subject. Their role is to help promote enthusiasm for writing across the school, support staff in developing learning, and give pupils a voice in shaping how writing is taught. 

Role Description - Main Responsibilities

Promote a Love for Writing:

  • Organise fun writing activities like story competitions or collaborative class books to inspire creativity and excitement about writing.
  • Celebrate and share writing achievements by displaying students’ work around school or reading pieces in assemblies to make writers feel proud and valued.

Support Learning Across the School:

  • Help younger pupils with their writing, offering encouragement and tips during writing sessions or clubs.
  • Work with teachers to share ideas and feedback, helping to make writing lessons engaging and enjoyable for everyone.

Assist with Writing Clubs:

  • Support the running of writing clubs by helping to plan fun activities, games, and creative writing challenges.
  • Encourage and mentor other pupils, giving positive feedback and helping them develop their ideas and confidence in writing.

Represent Pupil Voice:

  • Collect feedback from classmates about what they enjoy in writing and share their ideas with teachers to help improve writing activities.
  • Speak on behalf of pupils in meetings or assemblies, making sure everyone’s opinions about writing are heard and valued.

Help with Displays and Resources:

  • Help create and update writing displays, showcasing pupils’ work and celebrating different writing styles and achievements.
  • Organise and maintain writing resources, such as word mats, dictionaries, and inspiration boxes, to support others during writing lessons.

Celebrate Writing Achievements:

  • Announce and share writing successes in assemblies or newsletters.
  • Display outstanding work around the school to inspire others.

Model Good Learning Habits:

  • Show enthusiasm and effort in all writing tasks.
  • Demonstrate perseverance by editing and improving their work.

What Makes a Good Writing Ambassador?

  • Passionate about writing and eager to inspire others.
  • Supportive and encouraging towards all learners.

Meet Our Writing Ambassadors

Victoria

Victoria

Year 6

Aaisha

Aaisha

Year 6

The reason that I wanted the renowned role of being Writing Ambassador is because I write for pleasure. Writing is critical life skill which everyone needs to be able to do and some people might need help. Then the writing ambassadors help them. I love helping people and writing can be fun and interesting and creative. By being a part of the writing ambassadors you can be known for writing throughout the school.

Joyeuse

Joyeuse

Year 6

I wanted to be a Writing Ambassador because writing was always one of my favourite subjects and I find it relaxing to write a story. When the opportunity to apply for the role came out, I knew I wanted it. I loved helping people to love writing the way that I do.

Madeeha

Madeeha

Year 6

I wanted to be a Writing Ambassador because I wanted to help little ones that love writing improve their writing. I am happy that I am an ambassador because we do clubs at lunch now and I can see the children that attend have made progress. My favourite thing about being a writing ambassador is that we get to introduce poem competitions, write stories and, best of all, help people to improve.

Writing Intent, Implementation & Impact

Intent

The intent of our Writing curriculum is to ignite pupils’ creativity and inspire a lifelong passion for written expression. We aim to provide a rich, engaging, and coherent writing programme that enables children to:

  • Develop a strong understanding of purpose, audience, and form across a range of genres and contexts.
  • Cultivate confidence and individuality as writers, expressing their ideas with clarity, imagination, and accuracy.
  • Foster critical thinking and reflection by encouraging pupils to plan, edit, and improve their work, considering how language choices affect meaning.
  • Promote key skills in spelling, grammar, and vocabulary, enabling pupils to communicate effectively and make purposeful connections between reading and writing.

In Early Years, our intent is to introduce foundational concepts of writing through play-based learning. We encourage children to explore their ideas, experiences, and stories through drawing, mark-making, storytelling, and guided discussions. This lays the groundwork for more formal writing skills in later years.

Implementation

To achieve our intent, we implement a dynamic and engaging Writing curriculum that is well-structured and sequentially designed. Key elements include:

  • Curriculum Design

A clear progression framework builds on prior knowledge, helping pupils develop strong writing skills from Early Years to Year 6. Activities cover a range of genres, including narratives, poetry, and non-fiction.

In Early Years, children engage with mark-making, storytelling, drawing, and simple writing tasks, laying the foundation for formal writing skills.

  • Teaching Strategies

Teaching uses interactive methods such as storytelling, shared writing, role-play, and discussions to make writing engaging and meaningful.

Pupils develop key skills in planning, drafting, editing, and using vocabulary, grammar, and punctuation effectively.

  • Experiential Learning

Writing projects connect to real-world experiences, such as letters, class books, and reports linked to trips or community events.

In Early Years, storytelling, drawing, and collaborative writing games help children express ideas in written form.

  • Adaptive Teaching

Lessons are differentiated with varied resources and support, ensuring all pupils can access and progress in writing at their level.

  • Assessment and Feedback

Regular formative assessment monitors progress, with constructive feedback to encourage reflection and improvement.

Progress is tracked against national curriculum expectations, allowing targeted support and consolidation of key skills.

Impact

The impact of our Writing curriculum is measured through various outcomes and indicators:

  • Pupil Engagement and Enthusiasm

Observations show high levels of engagement and enjoyment during writing lessons. Many pupils express excitement about creating stories, experimenting with language, and sharing their ideas.

  • Knowledge Retention and Understanding

Assessment data indicates pupils consistently achieve age-related expectations in writing. They demonstrate an understanding of different genres, structures, and conventions, often making connections to prior learning and reading.

  • Skills Development

Pupils leave St Thomas’ with well-developed writing skills, including planning, drafting, editing, and crafting coherent and creative texts. These skills prepare them for secondary education and beyond.

In Early Years, children develop emerging writing abilities through mark-making, storytelling, and simple composition activities.

  • Cultural Awareness and Identity

Through writing, pupils explore diverse perspectives and experiences, fostering empathy, respect, and an appreciation for cultural diversity. This supports the promotion of British Values, including mutual respect and tolerance.

  • Community Involvement

Writing projects often connect with the local community, such as class books, letters, or collaborative projects, enhancing relevance and encouraging pupils to engage with real-world contexts.

In summary, our intent, implementation, and impact statements reflect our commitment to delivering an outstanding Writing curriculum that meets national standards while nurturing confident, creative, and thoughtful writers prepared to express themselves effectively and engage meaningfully with the world around them.

Overview of Writing

Progression of Skills in Writing

Writing in the Early Years

In the Early Years Foundation Stage, writing is a key part of the Literacy area of learning. It is closely linked to children’s communication, language, and early reading skills. Writing in the EYFS is about developing a love of mark making, stories, and imaginative play, as well as building the foundations for forming letters, building sentences, and expressing ideas.

Children learn that writing carries meaning by exploring marks, symbols, signs, and environmental print in meaningful contexts. They enjoy creating stories with adults, joining in with oral retelling and predicting what might happen next. Through these shared experiences, children begin to understand how stories work and to talk about characters, settings, and events before attempting to write their own ideas.

As children’s language and listening skills develop, they engage in conversations about what they have written or plan to write, expressing preferences and making connections to their own experiences. Practitioners encourage this by modelling writing, using story maps, and showing genuine enjoyment when creating and sharing texts with children.

Early writing also involves developing phonological awareness - listening for rhymes, rhythms, and sounds in words. As children progress, they are introduced to systematic phonics to help them link sounds (phonemes) to letters (graphemes) and begin to write simple words.

Through daily story time, rhymes, modelled writing, and phonics sessions, children learn to:

  • Listen to and join in with familiar stories and poems
  • Recognise that marks and print convey meaning and are written from left to right, top to bottom
  • Identify and talk about favourite characters and events
  • Hear and identify sounds in words
  • Begin to segment sounds to write simple words
  • Use new vocabulary from stories in their own speech, play, and writing

Teaching staff create a language-rich environment with inviting writing areas, mark-making resources, and opportunities for children to explore writing independently and with others. Families are encouraged to share stories, support early mark making, and celebrate children’s writing at home, fostering positive attitudes to writing from the earliest age.

Through these experiences, children develop not only the skills needed to become confident early writers but also the joy, curiosity, and imagination that support a lifelong love of writing.

Achievements & Celebrations in Writing