Feeling overwhelmed by the Writing Framework? What do Teachers need to hear

With the release of the new Writing Framework a few months, it’s natural for teachers to feel a little uncertain.

The new guidance has posed a range of questions from teachers and sense that everything needs to change quickly.

For too long, handwriting has been rushed, leaving gaps in children’s foundational skills. The framework encourages teachers to fix the foundations of handwriting before moving on – ensuring pupils develop legible, fluent writing that lasts a lifetime.

This isn’t about adding pressure; it’s about giving teachers the confidence and time to do what’s right for their pupils. Slowing down isn’t falling behind – it’s building strong foundations that support all future writing.

I want to share some reassurance that teachers may need right now:

The fundamentals of good handwriting teaching haven’t changed – and the new framework actually supports the approaches that experienced teachers already value.

Handwriting is a journey

The new framework reinforces a truth that often gets lost: handwriting isn’t a tick-box exercise. Children do not all progress at the same pace, and there is no rigid sequence that guarantees success.

Handwriting develops over time through readiness, practice and patience. It is a journey of gradual progression – certainly not striving for perfection.

This shift in thinking should feel empower teachers who can now focus on laying strong foundations instead of racing to reach perceived milestones.

Handwriting begins long before pencil and paper

The new framework places welcome emphasis on physical readiness which is a crucial message for teachers.

To write confidently, children need underlying developmental skills, including:

• Midline crossing – needed to write smoothly across a page.
• Bilateral coordination – stabilising the paper while writing with the other hand.
• Binocular vision – tracking and focusing efficiently as they write.

When these skills are still developing, letter formation becomes tiring, inconsistent, and frustrating. That’s why starting too early can do more harm than good, creating poor habits that are difficult to undo and discouraging children who simply aren’t developmentally ready yet.

So, what’s actually different in the new Writing Framework?

The updated guidance aims to reduce pressure on children and teachers by placing handwriting back where it belongs: in developmentally appropriate, carefully taught practice.

Key changes include:

1. Handwriting is recognised as separate from phonics. This allows teachers to teach letter formation when children are ready – not when a phonics schedule dictates it.
2. Emphasis on supervised, explicit, developmentally appropriate teaching Children need modelling, correction, and guided practice, not rushed independence.
3. No requirement for fully joined handwriting or complex entry strokes. Fluency and legibility are the priorities. Joins come naturally after control is established, not before.
4. Focus on physical development, play, and readiness. The framework reinforces the need for strong motor skill, multisensory learning, and opportunities to build stamina gradually.
5. Recognition that teachers need training too. Not all teachers feel confident teaching handwriting. Schools should prioritise CPD so teachers can model formation accurately and support every learner consistently.

Where to start: Build the basics through purposeful play

Strong handwriting begins with strong bodies and hands. Teachers should focus on:

• Fine motor activities – threading, pegging, tweezers, playdough
• Gross motor development – climbing, crawling, balancing, ball skills
• Multisensory approaches – sand tracing, air writing, tactile letter cards
• Little-and-often handwriting practice, with clear demonstrations
• Consistent, simple routines for letter families

These varied approaches not only strengthen essential skills but engage children who learn best through movement and touch.

Celebrate progress, not perfection

Children learn best when the pressure to be neat is removed. Instead of focusing on flawless handwriting, celebrate:

• improved pencil grip and control
• correct starting points
• more consistent size and spacing
• increasing stamina
• growing confidence

Perfection creates anxiety; progress creates motivation.

Avoid the common pitfalls

To support successful handwriting development, remember:

• Don’t overload children – stamina and control build slowly.
• Don’t rush – early shortcuts lead to long-term difficulties.
• Don’t assume all children develop at the same pace.
• Don’t start too early – readiness is everything.
• Don’t skip staff training – modelling matters.
• Don’t prioritise neatness over development – neat work does not always equal secure skills.

Reassurance for teachers

The new Writing Framework isn’t asking you to reinvent handwriting teaching. In fact, it validates what many teachers already know:

Good handwriting develops from strong physical foundations, multisensory practice, and the freedom for children to progress at their own pace.

With patience, consistency, and the right guidance, every child can develop the handwriting skills they need – and every teacher can feel confident teaching them.