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Reducing over-reliance on adult scribing and building pupil ownership
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
In this three-form entry junior school, reduced teaching-assistant capacity led to over-reliance on adult scribing, limiting independence and enjoyment of writing for pupils with SEND. Leaders reviewed writing practice through learning walks, book looks and pupil voice, identifying the need for stronger scaffolding rather than substitution. Whole-staff training and in-class modelling supported teachers and TAs to introduce high-quality writing scaffolds and remove scribing as a default strategy. Evidence of impact includes increased pupil independence, improved engagement and enjoyment of writing, stronger staff confidence, and early signs of improved progress. SEND pupils reported greater success, indicating more inclusive and sustainable writing provision.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), learner independence