The Writing Framework: Handwriting Explained

The new Writing Framework provides a comprehensive set of guidance for all those leading and teaching writing in schools.  

But as with all guidance, there’s always a chance that high impact statements can actually create considerable misconceptions about what the research is actually suggesting to do. With 150 pages to read, it can be difficult to take in all the information at once.  The use of AI to summarise, may help the initial understanding however, this can also lead to assumptions about next steps for schools that are based on surface level understanding.   Therefore, it’s important that we understand what the misconceptions are and how we can ensure that when leading and teaching writing, we adhere to the research-based principles that underpin the framework. 

This is the first in a series of blogs which will explore the writing framework and help to address any misconceptions which emerge.  This blog will focus on some of the key handwriting statements from the Writing Framework 2025 and how we can get ahead of possible misconceptions. 

Statement – When Should Handwriting Teaching Begin?

…Explicit handwriting teaching from the beginning of reception…page 4

Explicit handwriting instruction, in addition to phonics, begins early in reception for all children… page 2

Teachers begin teaching letter formation at the start of reception for all pupils… page 39

Possible Misconceptions

• Handwriting lessons appear in Reception from September onwards.

• Children are taught how to write letters from September.

• Schools focus on letter formation rather than the pre-cursors to handwriting (e.g. physical development).

Explanation

Further examples in the framework to demystify:  

…the emphasis in reception should be on building the foundations for it: transcription and composition. This means keeping things simple and doing things well.

…some children may need teaching and practice in using and manoeuvring their thumb, wrist and shoulder muscles in the way they need for handwriting. Initially, handwriting lessons could include learning the movements needed to form letters, practising these movements at a range of sizes (for example, in the air or, for some children, with fingers on a surface that leaves a trace), learning how to hold and control a pencil and the correct position for writing. Page 24

…it is important that there is sufficient opportunity for physical activity and, particularly in reception, intentional play. Page 34

Top Tips

• In EYFS and KS1, review your setting and the provision.
• How are children supported in developing the shoulder pivot, elbow pivot and wrist pivot? All three areas must be strengthened and developed before children begin thinking about letter formation.  
• Use objective-led planning to support the physical skills for handwriting.  
• Plan the ‘handwriting’ objective such as ‘To develop control and coordination in the upper arm by encouraging the use of the elbow joint during large arm movements.’  
• During continuous provision, play alongside the children to deliver the objective.  This requires ensuring there are opportunities in all areas for children to engage in this objective.  Some schools may wish to use starter activities based on the children’s specific interests and motivations to engage the children.  Alistair Bryce-Clegg discusses this further in his book ‘Best Practice in the Early Years’ (2015).

Statement – Practicing Handwriting

Teachers should plan for regular teaching and practice…Page 24

This might initially include systematic teaching of and practice in moving the pencil to master the horizontal, diagonal, vertical and circular strokes needed for writing…Page 25

For the first few weeks, this may include building the foundations for handwriting, such as practising making the movements needed to form letters in the air…Page 32

Possible Misconceptions

• Handwriting lessons focus on letter formations

• Focus shifts from providing opportunities in EYFS for developing physical skills necessary and instead leaps to formalised lesson structures.

• Due to the wording in section 3 – schools feel pressured to move from physical skills to lessons before the end of the first half term in Autumn.

Explanation

Further examples in the framework help to demystify this misconception.

Teachers must ensure letter formation is secure before text gets longer. Page 26

Handwriting fluency rests on developing both physical and cognitive skills…

Teachers should not underestimate the need to focus on the explicit teaching of both letter formation (controlling the size, speed and direction) and the physical elements (holding and manoeuvring the pencil, positioning the body, positioning the paper). Page 34

Top Tips

• Ensure all the foundations for handwriting have been secured – are the children able to use the Dynamic Tripod Grasp?  If children are not using the correct grip, handwriting lessons will need to focus on securing the foundations first otherwise the physical struggles will ultimately impact the cognitive ability of the child when writing. 
• For teachers and phase leaders:
  • Review subject knowledge on Postural Control, pre writing skills, the progression of grips and the impact of physical development (shoulder, elbow and wrist pivots).  This will help inform the teaching so that it can be adapted as necessary.  This will also show the journey the children need to follow in order to eventually become fluent writers.
  • Remember, secure the foundations first. For some children this will relate to the physical elements required for writing. 

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This blog is the first in a series of Writing Framework blogs which aim to support schools in understanding and interpreting the Writing Framework

• Handwriting
• Composition
• Oracy

Download a visual representation of this information to share with staff: 

• Handwriting in Reception Resource

• Practising Handwriting Resource

For more information on any of the strategies, or for more information about how we can support you and your writing curriculum please contact our Literacy Team Leader, Laura Buczko laura.buczko@oneeducation.co.uk.  

Explore our Literacy services here.