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break times so additional support is available while the issue is addressed. Additional details about process are also important. For these pupils, perhaps the writing task begins too quickly. They have lots of disconnected ideas, and they can’t get them down on paper in the time frame given or in a logical way. We might, then, decide to address this first, introducing more opportunities for oral composition, with pupils working together to discuss their ideas. Pupils can try out ideas, and some will be recorded by the teacher or teaching assistant to capture and organise them. For the time being, we’ve taken independent writing out of the equation. This won’t happen magically though, so we need to give staff precise training in what this looks like and how to plan and deliver it. Teachers and TAs are also reassured that not everything needs to be recorded in books. The right thing at the right time for these pupils is what matters. It’s also worth checking in with other teachers, whose expertise might be useful for helping to plan the new approach. We also need to provide the children with a clear structure and prompts. It’s beneficial for the class teacher to start small, building to longer periods of writing, and adapting to how pupils respond. Praise is used extensively while this routine is embedded. When? However, there is still the issue with these pupils’ transcription which needs addressing. Some of these pupils will require further practice to build the automaticity and stamina they need to write at greater length. This means we need to focus on these pupils during the already established handwriting sessions, and factor in additional practice elsewhere, where they work with a skilled TA to overlearn as well as fill in any knowledge gaps (e.g. correcting pen grip). Some pupils who require support with their fine motor skills might have an additional intervention, using art materials which they already enjoy. Again, lots of praise is used. All of this continues to be framed within the consistently high expectations and clear routines already established in the school. The aim is for all pupils to be able to meet these expectations, but leaders see more support is needed here. Any new approach also needs an evaluation. Start with a two-week review, to observe what’s worked well. For instance, in this example, we might see that there have been some improvements, and the teacher has started to introduce more oral composition before, or instead of, writing in humanities lessons. Sessions before lunch may have become calmer, and there have been fewer issues reported at lunchtime, therefore leading to more settled afternoons. Of course all situations and schools will be different, but this approach is founded on some basic principles: be curious to really understand the problem; consider the best options and sift, plan and prepare; take clear and precise actions which staff are supported to enact; and review, review, and review some more. TP on break during the English lesson, to allow them to be available for lunch duty. How? One solution in this case might be to simply shift the activity to a different point in the day, replacing it with maths, where pupils are more settled. This might alleviate some of the immediate pressures, but does not address the underlying issue facing those pupils. A more effective solution would be to spend some time looking at how the writing task is broken down, and how pupils are prepared to write. We might also make the decision, with the agreement of the teaching assistants, to switch the Mark and Zoe Enser are based in North Yorkshire and are the authors of How Do They Do It?What can we learn from amazing schools, leaders and teachers? (£16.99, Crown House). They write regularly on education and leadership. @EnserMark @Greeborunner www.teachwire.net | 23 F EATURE S P EDAGOGY