This paper explores writing pedagogy in the primary classroom and connections between children thinking creatively and their achievement in writing. Initially 'continuing professional development' for teachers, I designed and facilitated a two-day writing workshop with a class of children around the theme of a Victorian murder mystery. This was observed by primary teachers and then deconstructed. Set within the context of a National Curriculum for English, which focuses more explicitly on the skills of transcription as indicators of quality writing, this paper explores initial findings from a pilot project considering the contribution creative thinking makes to the writing process.