Is there a formal writing assessment at the end of Year 1?

No. The statutory KS1 Teacher Assessment Framework is assessed at the end of Year 2, not Year 1. However, most schools track Year 1 writing progress against curriculum milestones to ensure pupils are on track and to identify those who need additional support before Year 2.

What should Year 1 writing look like by the end of the year?

By summer of Year 1, most pupils should be writing short sequences of sentences (three or more) on a familiar topic, using capital letters and full stops for most sentences, spelling CVC and CCVC words accurately using phonics, spelling some common exception words, and forming lower-case and capital letters correctly with consistent sizing.

How does the Year 1 phonics screening check relate to writing?

The phonics screening check tests reading (decoding), but phonics knowledge directly underpins spelling. A pupil who can segment spoken words into phonemes and blend them for reading can also use the same skill to spell words in writing. Strong phonics performance usually correlates with more accurate phonetic spelling in independent writing.

My child is still writing single words rather than sentences — should I be worried?

In the autumn term of Year 1, single words and short captions are a normal starting point for many children, especially those who were “emerging” at the end of EYFS. The key is progress: by spring, they should be attempting sentences, and by summer, writing two or more connected sentences. If progress has stalled, speak to the class teacher about targeted support.

Year 1 Writing

Year 1 Writing Assessment Guide

Year 1 is a critical transition year for writing — pupils move from the mark-making and early phonetic spelling of EYFS into forming sentences, using basic punctuation, and writing for simple purposes. This guide explains what to expect, how to assess progress, and how to build the foundations for a successful KS1 TAF judgement in Year 2.

What This Question Asks

There is no statutory end-of-year assessment for Year 1 writing — the formal Teacher Assessment Framework (TAF) applies at the end of Year 2 (KS1). However, Year 1 is when most of the foundational writing skills assessed by the TAF are first taught and practised. Schools use a range of approaches to track Year 1 writing progress, including interim assessment frameworks, curriculum milestones, and internal tracking systems. The National Curriculum for Year 1 writing includes specific expectations across composition (writing sequences of sentences, writing for different purposes), vocabulary/grammar/punctuation (joining words with “and”, using capital letters and full stops, using question marks and exclamation marks), and handwriting (sitting letters on the line, forming lower-case and capital letters correctly). The Year 1 phonics screening check in June also provides context for writing assessment, as phonics knowledge directly underpins spelling ability. By the end of Year 1, most pupils should be able to write short sequences of sentences on a topic, demarcate some sentences with capital letters and full stops, spell CVC words and some common exception words, and form most lower-case letters correctly. Pupils who are on track for the Expected Standard at the end of KS1 will typically be demonstrating these skills consistently by the summer term of Year 1.

Mark Scheme Breakdown

Developing (Autumn/Spring Year 1)DEV

Writes single words and short captions using phonetic knowledge.
Forms some recognisable lower-case letters, though not all correctly.
Begins to use a capital letter at the start of a sentence.
Spells some CVC words correctly (e.g. cat, sit, run).
Writes their name independently with most letters correctly formed.

On Track (Spring/Summer Year 1)OT

Writes sequences of two or more sentences on a topic.
Uses capital letters and full stops to demarcate some sentences.
Joins ideas using “and”.
Spells many CVC and CCVC words correctly using phonics knowledge.
Spells some common exception words from the Year 1 list (e.g. the, said, have).
Forms most lower-case letters correctly, starting and finishing in the right place.

Secure (End of Year 1)SEC

Writes several connected sentences to form a short narrative, recount, or description.
Uses capital letters and full stops mostly consistently.
Begins to use question marks and exclamation marks where appropriate.
Uses “and” to join clauses and begins to use other conjunctions (but, because).
Spells most Phase 5 phonics words correctly and an increasing number of common exception words.
Forms all lower-case and capital letters correctly with consistent sizing.
Uses finger spaces consistently between words.

How to Structure Your Answer

Assess the EYFS baseline at the start of Year 1

Review each pupil’s EYFS Profile and Reception writing evidence to understand their starting point. Identify which pupils met the Writing ELG, which are emerging, and which have specific gaps in letter formation, phonetic spelling, or sentence construction. This baseline informs your teaching priorities for the autumn term.

Track progress against Year 1 curriculum milestones

Create or use an existing tracking framework that maps Year 1 National Curriculum writing objectives across the year. Assess pupils informally each half-term by reviewing independent writing samples. Focus on: Can they write more than one sentence? Are they using capital letters and full stops? Is their phonetic spelling becoming more accurate? Are letters formed correctly?

Prioritise phonics as the foundation of spelling

Year 1 writing development is tightly linked to phonics progress. Pupils who pass the Year 1 phonics screening check are typically able to spell phonetically regular words accurately in their writing. Ensure daily phonics teaching is connected to writing — practise segmenting words for spelling as part of phonics sessions, not just blending for reading.

Build sentence-level writing skills progressively

Start with oral rehearsal — have pupils say their sentence aloud before writing it. Teach the routine: think it, say it, write it, check it. Begin with single sentences in the autumn term, move to two connected sentences by spring, and aim for short sequences of three or more sentences by summer. Each step should be practised until it becomes automatic before adding complexity.

Autumn: "I like my cat." Spring: "I like my cat. She is fluffy and soft." Summer: "I have a cat called Bella. She is fluffy and soft. She likes to sleep on my bed."

Collect evidence to inform the Year 2 TAF judgement

Although the TAF is assessed at the end of Year 2, Year 1 evidence provides essential context. Save a selection of independent writing from each term to pass to the Year 2 teacher. This shows the trajectory of development and helps Year 2 teachers set appropriate expectations from the start of the year.

Common Mistakes to Avoid

Expecting Year 1 pupils to write independently too early — scaffolding should be gradually removed, not eliminated. Shared writing and guided writing are essential steps before independent writing.

Focusing on quantity over quality — a well-constructed sentence with correct letter formation and accurate phonetic spelling is better evidence than a full page of illegible writing.

Neglecting handwriting instruction because pupils are making good progress in composition — letter formation habits established in Year 1 are very difficult to correct later and are explicitly assessed in the KS1 TAF.

Teaching spelling rules in isolation from writing — pupils need to apply phonics knowledge in the context of writing sentences, not just in spelling tests or phonics workbooks.

Comparing Year 1 progress to KS1 TAF criteria too early — the TAF is an end-of-KS1 measure. Using it to assess Year 1 pupils can make their writing appear weaker than it is and create unnecessary anxiety for teachers and parents.

Top Tips

Use “say it before you write it” as a daily routine. Oral rehearsal of sentences builds confidence, helps pupils hold a whole sentence in working memory, and significantly improves writing fluency. Have the whole class practise saying sentences aloud before every writing session.

Teach handwriting as a discrete daily session of 10–15 minutes. Correct formation of every letter should be explicitly taught and practised. Use a consistent script across the school and ensure left-handed pupils have appropriate guidance.

Connect writing to phonics every day. After teaching a new phoneme in phonics, include a writing activity where pupils use that phoneme in a word, then a sentence. This builds the bridge between phonics knowledge and independent writing.

Create purposeful writing opportunities beyond literacy lessons. Science observations, history recounts, maths explanations, and letters to story characters all give pupils reasons to write and build independence without the pressure of a formal writing task.

Communicate Year 1 expectations clearly to parents. Many parents worry that their child “can’t write yet” in Year 1 because they compare them to older children. Share examples of age-appropriate writing so parents can support progress at home with realistic expectations.

Practise This Question Type

Write about what you did at the weekend. Try to write three sentences. Remember to start each sentence with a capital letter and finish with a full stop. Use your phonics sounds to help you spell the words.

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Related Guides

KS1 Writing Assessment Framework

KS1 Greater Depth Writing

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