The competition gives children aged 5–11 the chance to share their imagination and write a story in their own way. Whether they love writing, find it more challenging, or have never thought of themselves as a writer before, every child can take part.
The Department for Education’s 2026 guidance on inclusion encourages schools to strengthen their universal offer, removing barriers to learning and participation so that every child can succeed and thrive. That's why 500 Words is the perfect classroom activity, helping every child get involved and succeed, whatever their ability.
At its heart, the competition aims to give all children an equal opportunity to be creative, express themselves and share their ideas. It celebrates imagination and storytelling, rather than focusing on accuracy, helping to remove barriers that can sometimes discourage children from writing.
Sarah White, Deputy Headteacher and Literacy Lead at a school in Greater Manchester, and part of the E-Act Academy Trust, first took part in the competition last year.
Sarah explains how 500 Words can support a more inclusive approach to writing, particularly for children who may be reluctant to put pen to paper.
Sarah said: “Children at our school come from really diverse backgrounds, with very different starting points when it comes to language. 500 Words gives them the opportunity to express themselves with the tools they’ve got.”
For some children, concerns about spelling, grammar or punctuation can get in the way of sharing their ideas. That's why our judges focus on characterisation, plot, originality, language and enjoyment, rather than mistakes. This allows children to concentrate on what matters most: their creativity, imagination and storytelling.
Watch the film to hear Sarah explain why 500 Words gives every child the chance to find their voice and share their story.
Discover why 500 Words is a fantastic opportunity to create a truly inclusive event at your school, where every child can take part
Sarah:
My name is Sarah White. I am the Deputy Headteacher here at the Academy and I am also the Reading and Writing Lead.
We know the DfE is really pushing for inclusive practice in schools. It's a huge focus for us and taking part in 500 words. There'snothing more inclusive really. As every teacher would know, you have a range of abilities in the classroom, and what's lovelyabout 500 words is it's a blank canvas. All of those children have got the same starting point.
Child 1:
Me with story writing isn't really a big thing.
Child 2:
I thought I wasn't the best since I would do a page and then say, I don't like this story and I'll just scrap it.
Sarah:
Sometimes they struggle with handwriting, spelling, and simple sentence punctuation, and it can hinder their confidence when it comes to writing stories.
Child 2:
Spelling is a big wall that blocks me from doing a lot of stuff.
We've had children who normally would be reluctant to write a story. We may only get a sentence from them. They feel a sense of accomplishment.
Child 1:
I feel confident now because last year I had absolutely no idea what to do. But this year, I actually have a few ideas what I could write about.
Child 3:
You don't need to focus on punctuation, you don't need to focus on capital letters.
Child 4:
Full stops mixed up, letters the back way round or the right way.
Child 5:
You just need to write a story and believe in yourself.
Child 6:
I'm really happy that I took part. I'm proud of myself.
Sarah:
We want to ensure that all children see themselves as writers, and that is what taking part in 500 words allows them to do.
Need more inspiration?
Back to 500 Words
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