In many schools, spelling is still one of the least aligned areas of the English curriculum.  Walk into different classrooms and you might see completely different approaches. One class might be learning a list of words for a Friday test. Another might be investigating patterns. Another might be practising spellings in context. Often, there is no clear sense of progression and little consistency from year to year.  This is very different from the way we approach early reading. Phonics is typically taught through a structured, consistent approach. Knowledge is built carefully over time. Learning is revisited and practised until it becomes secure.  We know that this approach works. Children learn more and remember more.  So why wouldn’t we approach spelling in the same way?

Spelling is not just a technical skill. It has a direct impact on writing, confidence and attainment. When spelling is insecure, pupils often avoid ambitious vocabulary and restrict their writing to words they feel safe using. When spelling becomes more secure, writing becomes more fluent and pupils begin to express their ideas more freely.  If we want pupils to become confident writers, spelling needs to be given the same attention and care as reading. That starts with a whole school approach.

Consistency is one of the most important factors in successful spelling teaching. When pupils encounter familiar routines and expectations each year, they are able to focus on the learning rather than the task.  A consistent approach also helps pupils build on prior knowledge. Instead of learning words in isolation, they begin to see patterns and connections within the spelling system. Over time, this helps spelling feel more logical and more manageable.  For teachers, consistency provides clarity. Expectations are shared, progression is clearer and spelling becomes part of a coherent curriculum rather than an add on.  Without this consistency, gaps can begin to appear. Some pupils move through school without developing the secure spelling knowledge they need to write with confidence.

Spelling is sometimes treated as something that pupils will absorb naturally through reading and writing. While exposure to print is important, most pupils benefit from direct and explicit teaching.  Explicit teaching helps pupils understand how spelling works. Patterns are explained, connections are made clear and pupils are given opportunities to practise and apply their knowledge.  Just as importantly, learning needs to be revisited regularly. Research into memory tells us that information is far more likely to be retained when it is reviewed over time rather than encountered once and then forgotten. Spelling knowledge needs to be practised until it becomes secure.  Spelling should not simply be tested. It should be taught, practised and revisited.

Morphology plays an important role in helping pupils make sense of spelling. When pupils understand how words are constructed from roots, prefixes and suffixes, they begin to see connections between words.  This makes spelling more meaningful and more memorable. Instead of relying on memorisation alone, pupils develop an understanding of how words work.  Morphology also supports vocabulary development. When pupils understand word parts, they are better able to work out the meaning of unfamiliar words and make connections between related vocabulary.  For example, understanding the root act helps pupils to spell and understand words such as action, react and active. Rather than learning each word in isolation, pupils begin to see patterns and relationships.  This knowledge helps pupils to become more independent spellers because they have strategies they can draw upon when encountering new words.

One of the key goals of spelling teaching is independence. We want pupils to be able to approach unfamiliar words with confidence and curiosity.  Metacognitive strategies are an important part of this. Pupils benefit from being taught how to think about spelling, not just what to spell.

They need opportunities to:

• Break words into parts
• Identify familiar patterns
• Think about meaning
• Make connections to known words
• Check whether a spelling looks right
• Reflect on and correct errors

When pupils develop these strategies, spelling becomes something they can reason about. They begin to understand that spelling is a system that can be explored and understood, rather than a list of words to be memorised.  Over time, this helps pupils become more confident and independent writers.

Spelling and writing are closely connected. When pupils feel unsure about spelling, they often limit their vocabulary to words they feel confident spelling. This can restrict the quality of their writing and make it harder for them to express their ideas fully.  In contrast, pupils who feel more secure in their spelling are more willing to take risks with vocabulary. They are more likely to experiment with language and write with greater precision.  Secure spelling allows pupils to focus on what they want to say, rather than how to spell it. In this way, spelling supports fluency and confidence in writing.

Strong spelling outcomes are not the result of occasional lessons or weekly tests. They are built over time through consistent teaching and regular practice.  A whole school approach ensures that spelling knowledge develops cumulatively, with each year group building on what has come before. It creates a shared understanding of how spelling is taught and ensures that all pupils are given the support they need to succeed.  When spelling is prioritised across the school, pupils develop confidence, teachers have clarity and spelling becomes a strength rather than a barrier.  Spelling deserves the same careful, structured approach that we give to reading. With consistency, explicit teaching and a focus on how words work, we can help pupils become confident, capable and independent spellers.  And when spelling is taught well, the impact reaches far beyond spelling lessons. It can be seen in pupils’ writing, their confidence and their willingness to express themselves.  Perhaps it is time for spelling to be given the same level of thought, structure and consistency that has transformed the teaching of early reading.