The Writing Framework: Protect Play, Respect Development by Dr Alistair Bryce-Clegg:
What the framework actually says, what research tells us, and how to push back against the pressure to formalise too soon - By me!
The Writing Framework: Protect Play, Respect Development
By Dr. Alistair Bryce-Clegg
‘I am feeling permanently stressed… this guidance is being interpreted like a statutory document to push formal writing before my children are ready. It is ONLY guidance!’
This sort of message is a regular feature of my inbox at the moment - not just from teachers, but also from Early Years advisers too.
Emails say things like:
‘We know what good early writing development looks like, but the way this guidance is being wielded by leadership in some schools is creating unhelpful pressure on Reception teachers to formalise writing way too early.’
If you recognise that sentiment, you are (unfortunately) not alone.
Let’s take a look at what the DfE Writing Framework (July 2025) actually says about early development…and how you can use it to support balanced, developmentally appropriate practice.
The Framework Explicitly Includes Reception - and EYFS
The framework states:
‘This guidance gives simple, practical advice about how to teach writing to pupils in the reception year, key stage 1 and key stage 2.’
'This document’s key objective is to help schools meet the expectations set out in the Early Years Foundation Stage (EYFS) statutory framework and the national curriculum.’
This tells us two things:
Reception is included (not a KS1 afterthought).
The document should be used in service of EYFS, not instead of it.
That matters when leadership teams are unfamiliar with the EYFS and default to a ‘getting ready for KS1 mindset’ in Reception.
The framework positions Reception writing in the context of development, not formal outcomes.
Research tells us…
Research on early literacy consistently shows that emergent literacy skills developed before formal instruction are associated with later literacy success. Early preschool literacy experiences (including oral language, early symbol understanding and print interaction) predict both reading and writing outcomes later in school, highlighting that development before statutory instruction matters.
Reception Is Described as ‘Foundational’
The summary states:
‘The reception year builds the foundations that support pupils’ writing throughout primary school and underpin their future success.’
That’s a powerful acknowledgement.
In early writing research good foundations include things like:
physical readiness (from gorss motor control, movement, balance and posture to finger strength)
symbolic engagement and mark-making
oral sentence construction
emergent phonological awareness
Children do not jump straight to fluent text. They develop towards it. Reception is where those threads meet.
If you are under pressure to prioritise formal writing output, this statement supports you to argue for foundational processes.
Research tells us…
Emergent literacy research shows that preschool children’s emergent writing skills (including name writing, letter writing and spelling are linked to their print knowledge and letter writing abilities). These foundational skills at ages 4–5 are stronger predictors of early writing than early formal text production alone.
Quality Matters More Than Quantity
The framework states:
‘Pupils need to master the foundations of writing - handwriting, spelling and sentence construction. They should not be expected to write at length before they are ready.’
'Quality is more important than length.’
Those two statements are really explicit.
Research on cognitive load tells us that young children have limited working memory. When transcription (handwriting and spelling) is not automatic, asking for long pieces overwhelms that system.
The real result of pushing this too early is disengagement and often the mistaken belief that a child ‘can’t write’. In fact, they’ve been asked to write before foundational skills are secure.
Through my work I emphasise that motor development and the physical building blocks of writing must be in place before lengthy written output is a reasonable expectation.
It is not less ambition or a lack of challenge from the adult. It is sequenced ambition, based on typical development, and the framework supports that sequencing.
Research tells us…
Studies have shown that classroom approaches which honour the full developmental continuum of early writing, from scribbling through drawing to letter use, not only sustain children’s motivation but reflect the way early writers actually progress when adults value all stages of writing behaviour.
Oral Language Is Central to Writing Development
The framework states:
‘Spoken language is as important for writing as for reading. Pupils should compose orally while they are developing their transcription skills.’
This is really important because...
Early years research has repeatedly shown that oral language proficiency
predicts later writing achievement
builds vocabulary and sentence structure
strengthens narrative and conceptual organisation
frees cognitive load for transcription
And it maps exactly to the EYFS Prime Area of Communication and Language.
If school leaders are pushing you to focus solely on printed output, this statement gives you a research-based response:
‘The framework itself says that composing orally is central while transcription develops.’
This supports talk-rich practice, storytelling in play areas, adult modelling of sentences and extended dialogue with children, all legitimate writing development.
As I find myself saying too often…
Writing is just talk that comes out of the end of your pencil. So REALLY good writers are REALLY good talkers - SO TALK MORE THAN YOU WRITE!
Research tells us…
Evidence shows that early literacy skills, especially expressive language and grapho-motor development (hand-eye coordination, fine motor control), can predict later reading and writing performance. Children who demonstrate stronger language and early word production skills at preschool tend to have better writing outcomes when they reach primary school.
Handwriting and Spelling Begin in Reception - But Not as Formal Production
The framework summarises:
‘Teach handwriting and spelling in reception.’
This can easily be MISREAD as ‘ start formal handwriting now!’
But when read alongside the statements about sequencing, readiness and oral composition, it supports progressive instruction within a developmental context.
Motor research and the continuation of early writing development show that:
children need strength, stability and coordination
early mark-making leads to controlled letter formation
functional hand use develops over time
Have a look at this article about how dotted lines and name cards can actually make it worse!
Also this guest article by Mark Stewart about teaching writing to left handed children
Using the framework’s wording, you can argue for:
play embedded mark making
physical development activities (Dough Gym, Funky Fingers)
exploratory writing within provision indoors and out
as writing instruction, not ‘soft options’.
Research tells us…
Preschool emergent literacy skills like concepts of print, alphabet knowledge, phonological awareness and early writing behaviour strengthen across the early years and are influenced by age and experience, with older children showing higher emergent literacy and writing performance than younger children.
Early Identification Is a Priority
The framework also states:
“It is important to identify the pupils who need additional support with writing as early as possible, from reception onwards.”
That aligns with early years practice that observes individual trajectories rather than imposing a single timeline or a whole class approach.
Assessment in Reception is about noticing progress in:
oral composition
phonics application
mark-making meaning
letter formation attempts
physical readiness
It’s about responsive teaching all year.
Have a look at this guest article by Professor Sally Neaum about the importance of knowing ‘What Comes Before Phonics’.
Research tells us…
Research on early writing vulnerability indicates that children at risk for later literacy difficulties show slow early writing skills - including name writing, letter writing and invented spelling - so early observation and tailored support can be crucial in preventing widening gaps.
Sequencing Matters
The framework highlights that:
‘Writing places significant demands on pupils’ working memory so it is vital to teach it in a sequenced way that helps to manage those demands.’
This is exactly the message from developmental research - writing is not one thing. It is a combination of:
physical capability
symbol understanding
phonemic awareness
vocabulary and grammar
cognitive organisation
Expecting children to leap into extended writing without sequencing these elements undermines progress.
Research tells us…
Studies of emergent literacy and early writing indicate that multiple early skills develop in tandem - vocabulary, alphabet knowledge and phonological awareness together are significant predictors of later word reading and spelling, highlighting the interconnected nature of early writing development.
How You Can Use This in Practice
If you are feeling pressure to get ‘formal writing’ out of children quickly, here are evidence-linked ways to respond:
When asked for more writing:
‘The framework says quality matters more than length and children should not be expected to write at length before they are ready.’
When told play or talk isn’t “writing”:
‘The framework highlights that spoken language is as important for writing as reading, and that pupils should compose orally while transcription develops.’
When pushed for handwriting outcomes too soon:
‘The framework says to teach handwriting and spelling in Reception - but it pairs this with sequencing and readiness, not early volume.’
If assessment is being rushed:
‘Early identification is important, but the framework emphasises responsiveness and sequencing over premature production.’
These are accurate citations from the framework itself, backed by what research tells us about how children develop as writers.
What This Isn’t Saying
The document is not perfect. It doesn’t explicitly talk in the language of early childhood pedagogy with all the nuance we might wish. It doesn’t mention play directly - yet its own wording supports developmentally aligned practices that are integral to genuine early writing progress.
Using the framework’s own wording, alongside research evidence, gives you some professional grounds to insist on:
Talk before text
Foundations before formality
Sequencing before output
EYFS over KS1 mindsets in Reception
All of which aligns with what developmental research into early writing actually shows.
And of course don’t forget all of The PLAYlist resources linked to writing and my ‘award winning’ book Getting Ready to Write.
Writing Framework Sources
Department for Education, Writing Framework: Summary (Updated 10 July 2025) - the official guidance summarising key messages about writing development and instruction across primary phases, including Reception.
Some Research Evidence on Early Writing Development
Dyson, A. (2025). Empowering Young Writers: A Multimodal Case Study of Emergent Writing in Urban Preschool Classrooms. Early Childhood Education Journal (open access). Demonstrates that recognising children’s early writing behaviours supports their expressive development and motivation.
DeBaryshe, B.D. (2023). Supporting Emergent Writing in Preschool Classrooms: Results of a Professional Development Program. Education Sciences 13(9): 961. Highlights the role of teachers in nurturing early writing as part of literacy development.
Weadman, T., Serry, T. & Snow, P.C. (2023). The Oral Language and Emergent Literacy Skills of Preschoolers, International Journal of Language & Communication Disorders. Shows strong links between oral language ability and early literacy skills.
OECD & cross-national studies (2021). Early Literacy Skills and Later Reading and Writing Performance Across Countries. Highlights the predictive role of early literacy skills, including foundational writing knowledge, on later outcomes.
Yessss!!!! Exactly this !