Panning for Gold: Phonics in the New Writing Framework
When the new
Writing Framework (July 2025) landed, I didn’t expect dramatic change and it doesn’t deliver any. But that’s not a criticism. In fact, the value lies precisely in what the Framework
doesn’t try to do. Here are five gold nuggets (maybe over stating it!) that I picked out:
1️⃣ Phonics and handwriting: taught together, right from the start
“From the start of Reception, children should be taught transcription both phonics and handwriting – in tandem.”
We’ve known this for a long time, but it matters that it’s said again, clearly. When phonics and handwriting are taught side by side from the beginning, children build the neural connections for spelling, writing, and fluency.
2️⃣ Spelling begins and continues through phonics
“Spelling instruction should begin with phonics and continue through explicit teaching of morphology and etymology.”
This progression — phonics first, then morphological and etymological understanding has long underpinned the most successful spelling teaching.
3️⃣ Dictation: a simple strategy brought back into focus
“Children should have daily opportunities to practise transcription through dictation.”
No fanfare, no overstatement just a quiet return to a practice that works. Dictation supports memory, accuracy, and confidence. It’s not just about writing sentences correctly; it’s about applying knowledge in context, without cognitive overload.
4️⃣ A realistic pace for extended writing
“Children should not be expected to write extended pieces until they have mastered the basics of transcription.”
This is a subtle but significant steer. We’ve all felt the tension between curriculum expectations and what children are actually ready for. This guidance gives leaders the language to push back, to protect the early stages of writing development and to celebrate the quality of simple, accurate sentences. It’s not a new idea, but it’s a timely reinforcement.
5️⃣ Transcription fluency frees up space for thinking
“When transcription is fluent, pupils can focus on the content and organisation of their writing.”
This idea underpins everything. Writing is not just creative expression it’s a cognitive juggling act. When phonics, spelling, and handwriting are automatic, children are free to shape ideas, play with vocabulary, and organise thoughts. The Framework doesn’t labour the point, but it’s there and it’s a golden thread throughout.
Final thoughts
This Framework won’t make headlines and that’s its strength. It doesn’t try to fix what isn’t broken. Instead, it gives leaders the confidence to stay the course, to back strong early practice, and to focus on the fundamentals. Sometimes, quiet validation is exactly what schools need most.
