Subjects -


‘It is when times are hardest that we need the transformative magic of books and creativity the most’ 

Cressida Cowell


  • Children will be taught key knowledge, skills and vocabulary in English through sequences of coherent and connected lessons following the objectives for English as set out in the 2014 national Curriculum.



  • Oracy underpins the development of reading and writing and is vital for pupils’ development across all aspects of the school curriculum. We provide children with the opportunities to hear and use rich vocabulary in a variety of contexts. Children are encouraged to ask questions, discuss in pairs and groups and to use conventions for discussion as well as debate. We provide opportunities for children to analyse and develop their skills in delivering carefully planned and crafted transcripts as well as encouraging the articulation of more spontaneous and instinctive responses.
  • Oracy is explicitly taught at least once a week in KS2
  • Oracy is taught weekly through reading, writing, drama and learning theme in KS1


  • Children in Year 1 and EYFS receive daily phonics teaching for a minimum of 20 minutes.
  • We follow the Read, Write, Inc scheme for phonics and early reading.
  • Reading
  • We encourage our children to become fluent and accurate readers who select texts for purpose and pleasure. Books and reading are at the heart of everything we do. Our bespoke, book-based curriculum is built upon quality picture books, novels, non-fiction texts and poetry which support children on the journey from reading to writing.
  • Throughout Key Stage 1 and 2 we foster a love and enjoyment of reading through the sharing of high-quality anchor texts and recommended reads. All anchor texts are read by an adult to the children to remove any decoding impediments. All children in KS2 use a tool (ruler, lolly-pop stick) to follow the text as it is being read.
  • Please click the image below to see our ‘Anchor Text’ road map.
  • Please click the image below to see our ‘Recommended Reads’ road map.

  • Every class offers a daily DEAR (drop everything and read) This may be hearing priority readers 1:1 reading their own books, reading a high-quality class book or reading the relevant class ‘anchor text’. Reading fluency and decoding is addressed in KS2 through these sessions.
  • In KS1 explicit comprehension skills are taught through a weekly whole-class reading session using a RIC (retrieve, interpret, choice) approach and ‘book talk’.
  • In KS1 fluency skills are taught a minimum of three times a week in adult supported small groups.
  • In KS2 explicit comprehension skills are taught through 2 x weekly whole-class reading sessions using an ERIC (explain, retrieve, interpret, choice) approach and ‘book talk’.


    • Learning to write is a complex process that involves a variety of skills but is an extremely powerful medium.  It can last longer than the spoken word and can, and often has, been immortalized.  We encourage all our children to become “authors” in their own right.
    • The focus for writing in KS1 is to entertain and inform. In lower KS2 another focus is added – to persuade. A further focus is added in upper KS2 – to discuss.
    • Writing is taught through the use of WAGOLL (what a good one looks like) texts as a guide with a Talk for Writing approach, making explicit links with the spelling and grammar pertinent to the particular writing focus and subject. 

    All children are provided with the opportunities to regularly experience modelledguidedshared and independent The purpose for each writing task is made relevant and real to the children. We use strategies from The Writing Revolution both in discrete writing sessions, but also in cross-curricular subjects, to ensure that we are scaffolding, supporting and consolidating quality writing in all areas of learning.

    • All children are given opportunities to edit, redraft and publish their writing to develop their skills as authors.
    • The links between reading and writing are made clear to the children in both reading and writing sessions.



We aim for our pupils to become fluent and effective writers. Accurate use of grammar, punctuation and spelling (SPaG) is a means to that end. We use the National Curriculum 2014 as a basis for teaching Grammar, Punctuation and Spelling by introducing patterns or conventions and continually practising those already introduced. Grammar, Punctuation and Spelling strategies are taught explicitly in short interactive and investigative sessions which are directly linked to the writing focus. Pupils are encouraged to apply learnt strategies to their independent writing through the use of tool kits, checklists and steps to success.


  • The explicit teaching of vocabulary is essential in enhancing the children’s understanding of the texts they read and the world around them. We ensure that we have prepared resources to allow the children to access the texts we read to them. Every reading session and most writing sessions include the explicit teaching of vocabulary in some form.


    • We strive for our children to develop correct letter formations, joining and good handwriting habits so that they can write fluently and legibly, and in their own style, by the end of KS2. 
    • Children are introduced to cursive style writing from KS1 when they have mastered the art of correct letter formation. This is taught with a sequential and progressive approach with teachers and LSAs modelling the handwriting style. 
    • In KS1 we use handwriting to support the development of correct spelling and to aid in the elimination of letter reversals by the learning of word patterns and the correct joining of letters.
    • In KS2 handwriting and SPaG are taught in tandem as consolidation and preparatory work towards the longer pieces of writing at the end of the teaching sequence.

    We believe that children’s self-esteem and pride in their work can be raised by good quality presentation and we encourage and celebrate care and attention in this area.

    • In addition to specific handwriting lessons children are expected to apply their learning in their exercise books and to show care for the presentation of their work.