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The Howard Partnership Trust (THPT) is a Surrey based Multi-Academy Trust, comprising four secondary, six primary and two special schools with two further under development. We are proud of our ethos of collaboration and inclusion, "Bringing out the best" in students of all abilities and backgrounds. Visit website

Part of The Howard Partnership Trust

Fox Grove School


Fox Grove School


At Fox Grove School we teach writing in order for our pupils to be able to communicate using text.

We provide access to fine motor skills development to enable manipulation of writing tools for traditional skills of handwriting.

We value content of pupils’ ideas and enable alternative methods of recording to enable their self-expression through different media alongside the ability to physically write.

All pupils from Year 7 and beyond are provided with an individual laptop and are taught typing skills in addition to handwriting. All classes use iPads for writing Apps, recording devices and label makers as methods of recording their writing content ideas.

See our 'Detailed Reading & Writing Progression Stages' document for specialist strategies applied along the writing progression continuum within EYFS and Pre-Requisite and Stages 1-6. We use supported specialist strategies such as Colourful Semantics to align SALT techniques with our teaching of writing.

Assessment takes place within lessons formatively informing teacher’s planning for support and for progress. Pupils are judged to be either Emerging in a new stage, Developing within a stage or Established within a stage.

Pupils making less than expected progress are identified for interventions at the 3 data drop points of the year. The Fox Grove Stages for Literacy and Numeracy incorporate a Pre- Requisite Stage for EYFS and other learners working below Stage 1. All subject topics are presented according to the pupils’ age; delivered appropriately according to their level of understanding.

‘Pupils should be able to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. Teachers should therefore be consolidating pupils’ writing skills, their vocabulary, their grasp of sentence structure and their knowledge of linguistic terminology. Teaching them to develop as writers involves teaching them to enhance the effectiveness of what they write as well as increasing their competence.’ National Curriculum Programmes of Study for English