New phonics-inspired framework to boost standards for children
Source: gov.uk (2025-07-07)

New writing framework published to build a nation of confident writers as part of the government’s Plan for Change.

A focus on handwriting, encouraging children to speak out loud and a renewed focus on reception are part of a first-of-its-kind writing framework (https://www.gov.uk/government/publications/the-writing-framework), as the Education Secretary says the next generation should be as good at putting pen to paper as they are posting on TikTok.

The new framework, published today (8 July 2025), will give teachers practical tools and guidance to plan high quality lessons and teach writing from reception and throughout primary school, so that thousands more pupils can build strong foundations in language, spelling and handwriting.

This includes integrating writing tasks across all subjects, as well as encouraging children to speak out loud words and sentences before writing them down, and similarly using dictation where children write down words, phrases and sentences a teacher has said out loud.

Even in a digital age, strong writing skills are a vital tool for everyday life and work, helping children explore their thoughts, share their ideas, and make sense of the world around them. Evidence also shows good writing skills can unlock future success (https://www.gov.uk/government/publications/key-stage-2-attainment-and-lifetime-earnings) and are directly linked to progress in education as well as future earnings.

Building on the success of the government’s reading framework (https://www.gov.uk/government/publications/the-reading-framework-teaching-the-foundations-of-literacy) and its focus on phonics teaching, which has seen 100,000 more children every year build strong foundations in reading, the new writing framework is a first step towards transforming how writing is taught, with those with lower attainment set to benefit most, so no child is left behind.

The launch comes as Key Stage 2 assessment (SATs) results (https://www.gov.uk/government/statistics/key-stage-2-attainment-2025-national-headlines) were published this morning showing the percentage of children meeting the expected standard in writing remains below pre-pandemic levels.

In 2024, just over half (55%) of white working-class children left primary school meeting the expected standard in writing, compared to 78% among non-disadvantaged children.

Similarly, only 30% of children with special educational needs met the expected standard in writing, compared to 83% of children without.

The scale of these divides is why, alongside support like the writing framework, the government will in the autumn publish an ambitious schools white paper to reform the SEND system and raise outcomes for disadvantaged children – supporting the Plan for Change to give every child the best start in life.

Education Secretary, Bridget Phillipson said:

Far too many children are leaving school unable to write well, holding them back from future success.

Writing remains a crucial skill for young people to achieve and thrive in school and later in life. We want them to be as confident putting pen to paper as they are posting on TikTok.

Our new writing framework is a first step towards transforming how writing is taught in primary schools, as we work to boost outcomes for disadvantaged children and those with SEND, and deliver on our Plan for Change.

This forms part of the government’s mission to break the link between a child’s background and success, building on plans to ensure every child gets the best possible start in life including by boosting early literacy skills through the expansion of the government’s network of English Hubs (https://www.gov.uk/government/publications/access-support-from-school-hubs/subject-hubs#english-hubs).

The framework has been drafted with expert guidance from a range of sector experts including academics, leading practitioners and organisations.

STEP Academy Trust, Executive Director of Primary Education, Dr Tim Mills MBE said:

Writing is notoriously difficult: the cognitive equivalent of ‘digging ditches’ according to psychologist Ronald Kellogg. Learning to write is one of the most challenging undertakings facing children, and so one of the most difficult to teach.

However, it is extremely susceptible to teaching. As with the reading framework, we have sought to distil the growing research and evidence around learning to write into useful knowledge, guidance and practical advice. The aim is to support primary schools teach this vital academic, social and creative life skill by providing them with a coherent understanding of the demanding, sometimes messy progression to becoming a competent and motivated writer.

Deputy Headteacher, Stanley Road Primary School, Andrew Percival, said:

As writing is one of the most cognitively demanding tasks that we expect children to master, it is essential that teachers have the support they need to ensure all pupils can flourish as writers.

The writing framework provides schools with evidence-informed guidance that will help them set pupils on the path to becoming confident and proficient writers.

Headteacher and Director St Matthew’s Research School, Sonia Thompson, said:

The Writing Framework is designed to provide teachers and leaders with evidence informed tools and reflection points. It is not a checklist but a guide for improving confidence and practice, which will lead to improved pupil writing outcomes.

The announcement today builds on the action already underway to drive high and rising standards in literacy including a National Year of Reading (https://www.nationalyearofreading.org.uk/), investing £27.7 million to support the teaching of reading and writing in primary school as well as the ongoing Curriculum and Assessment Review (https://www.gov.uk/government/groups/curriculum-and-assessment-review).

The English Hubs programme provides expert advice and support to schools to improve the teaching of reading driving high and rising standards in English across the country.

The National Year of Reading, set to start in January 2026, will unite parents, schools, libraries and businesses to get people reading and help reverse the decline in reading for pleasure and boost children’s literacy skills.

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