We aim for our pupils to:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate


It is recommended that the English Policy is read in conjunction with this statement to provide further detail.

Our English Curriculum develops children’s spoken language, reading, vocabulary, writing (including transcription), spelling, punctuation and grammar. English is taught discretely, with links across the curriculum where appropriate to enhance pupil skills, knowledge and understanding. We teach children to share their ideas fluently and to ask questions confidently.

The school follows a clear and progressive reading Curriculum Plan. Children are read to for pleasure. Reader helpers are given age-appropriate key questions to stimulate talk about a book. Children read a targeted book based on their reading progress so far, and a book linked to age-appropriate interests and topics.

We use Phonics Play to give an overall progression for the teaching of phonics, supplemented by appropriate other resources such as Jolly Phonics and Espresso.

Children are informed of the audience and purpose when planning their writing. A high-quality stimulus is used for writing. Children immerse themselves in the subject matter and required features of the required writing outcome. We deliver high-quality spelling teaching following ‘No Nonsense Spelling.’

Children are expected to edit and improve their work. Collaborative improvement is used so children evaluate the effectiveness of their own work and that of others. Children are given dedicated editing and improvement time. Children receive direct teaching of key vocabulary required to succeed.

Handwriting is modelled and taught using a progressive school approach.

English Policy

Reading Curriculum Plan

Reading Endpoints

Books we read overview

Discussion questions for reading with a child at home

Writing Medium Term Plan Year 1

Writing Medium Term Plan Year 2

Writing Medium Term Plan Year 3

Writing Medium Term Plan Year 4

Writing Medium Term Plan Year 5

Writing Medium Term Plan Year 6

Year 1_writing_assessment_Document

Year 2_writing_assessment_Document

Year 3_writing_assessment_Document

Year 4_writing_assessment_Document

Year 5_writing_assessment_Document

Year 6_writing_assessment_Document

Handwriting progression

EYFS Literacy Planning Autumn 2021

English Progression in Skills