The New Writing Framework Is Here – What It Means, What’s Brilliant, and How to Use It Without Losing Your Mind”

Have you heard the news? The government just dropped a brand-new Writing Framework for Reception to Year 6, and it’s big. We’re talking 150 pages of non-statutory guidance designed to help schools and parents boost children’s writing skills — not through flashy gimmicks, but through clear, step-by-step progression.

Whether you’re teaching a class of 30 or supporting your child at home, here’s what you really need to know — and how to make it work for you.

So… what is this framework?

In short, it’s a huge guide (published July 2025) that shows how children should develop their writing skills from Reception to Year 6. It’s based on cognitive science, practical classroom experience, and lots of research into what actually helps children write better — and feel confident doing it.

It’s not a new curriculum, and it’s not compulsory. But it does give schools and home educators a really strong structure to follow. It’s also expected to shape how Ofsted and advisors talk about writing in the months to come.

What’s actually in it?

1. Writing is hard. That’s okay.

The framework kicks off by acknowledging the truth: writing is a cognitively demanding task. It’s not just about putting words on paper — it’s thinking, planning, spelling, handwriting, grammar, and creativity all rolled into one. No wonder children (and teachers) sometimes feel overwhelmed!

The good news? The framework breaks it all down and gives you a way to build writing skills in layers — starting with the basics of handwriting and spelling, and gradually moving towards confident, fluent composition.

2. Start with speaking.

One of the best bits? The emphasis on spoken language. Before children write, they should speak in full sentences, hear great examples of language, and use storytelling orally. Dictation, sentence stems, and verbal rehearsal are all encouraged. So, next time you pause to let your child ‘talk it out’ before they write, you’re actually following top-level government advice!

3. Handwriting and spelling matter — a lot.

The framework calls for precise, regular handwriting instruction right from Reception. This isn’t about fancy cursive, but clear, well-formed letters that become second nature. Spelling, too, should move from phonics to exploring root words, suffixes, and spelling patterns across the years.

There are even notes about how to support left-handed writers, and how to set up the classroom (or kitchen table) so kids are physically ready to write.

4. Composition: Little and often.

Forget asking Year 1s to write full stories every week. The framework suggests focusing on writing single, well-crafted sentences, and building from there. Think: “Can you describe this picture in one amazing sentence?” instead of “Write me three paragraphs on the life cycle of a frog.”

As children grow, the aim is to support them to plan, draft, revise, and share their work — but with lots of modelling, support, and sentence-level work all the way through.

5. Inclusion matters.

One thing we love? The framework makes it clear that every child should be involved in writing — including those with special educational needs. It suggests practical scaffolds like word banks, writing frames, and the use of technology. It’s all about removing barriers without reducing expectations.

Alright, so how do I actually use this?

Here’s our take on what teachers and home-schooling parents can do right now to bring the framework to life:

For Classroom Teachers:

• Plan in sentence-level goals each week. Instead of aiming for a full piece of writing straight away, focus on a sentence that shows off a new skill (like using a preposition or simile).

• Model writing out loud. Talk your thought process through on the board: “I want to say the dragon was angry… but how can I show that with action instead of telling?”

• Use consistent routines for handwriting and spelling — even 5 minutes a day helps.

• Build a writing-friendly environment. Word banks, oral rehearsal corners, editing stations — make writing a living, breathing part of your room.

• Work with your SENCO to ensure adaptations are in place, like typing support or scribing.

For Home Educators:

• Use oral storytelling before writing — get your child to tell a sentence before they write it. You can even act it out together!

• Practice dictation games. You say a sentence; they write it down — checking spelling and punctuation together.

• Focus on small wins. One perfect sentence with a capital letter and full stop is more valuable than 200 rushed words.

• Make writing purposeful — write letters to friends, signs for the garden, birthday cards, or reviews of books and games.

• Keep writing fun. Use chalk, type on a tablet, write with glitter pens — anything that keeps engagement high.

A few things to keep in mind

This framework is a big step forward — but it’s also a lot to take in. It’s non-statutory, which means it’s guidance, not law. Schools and families should use what fits their context and build in changes over time, not overnight.

We also know there’s talk of wider curriculum changes on the horizon. So yes, it’s okay to take a breath, read the parts that matter to you, and make changes that feel sustainable.

Final Thoughts

The DfE Writing Framework doesn’t promise a magic solution. But what it does offer is a clear, thoughtful, research-backed roadmap for helping children become writers who can express themselves clearly, creatively, and confidently.

Here at Learning Loft, we’ll be building tools and templates to help schools and families implement the framework in a way that works — not just in theory, but in real classrooms and homes.

In the meantime, take it one sentence at a time.

And if you’d like a quick reference guide to the framework’s main points, or a weekly sentence-building planner for your classroom or home learning setup, just let us know — we’re already on it!

Written with classroom love by the Learning Loft team

Helping you bring big ideas to life, one brilliant young writer at a time.