I am an NQT in reception in an outstanding school. My end of term assessment last week was on writing a recount, the children were working completely independently. 2/3's of my class wrote 5 sentences in beautifully formed cursive script. They applied the diagraphs and trigraphs from phase 3, and included tricky words. My tops used many additional tricky words such as 'there' and 'some'. Many included full stops and capital letters and extended their sentences with 'and', all used connectives correctly. The remaining 1/3 wrote three sentences. About 3 children were using only initial sounds for some words yet used tricky words for fluency. The phonics planning is excellent and from the very first phoneme we have been reviewing, practising and applying on the carpet. This is then transferred to the children's independent activities on the writing table and with me in the guided sessions. All sounds very lovely. I feel as though my whole year has centered around writing. I feel under intense pressure to keep raising the standard which to some extent must have filtered down to the children. I do not have time to engage in sustained shared thinking, play alongside my children and observe them, get to know them properly. Any extra moment I have will be used for improving writing. This is not what I expected in reception! I despair because I spend half my week with my guided writing groups and children are writing until they tire. Often this is for 30mins. Will these high achievements really be carried with them through their primary schooling? Do you think it's really worth it? Is this what is expected and what they should be doing? I would love to hear where your children are and what you think is best for all reception children.