Our intent is to enable children to:

• Read easily, fluently and with good understanding.
• Develop the habit of reading widely and often, for both pleasure and information.
• Appreciate a wide range of literature.
• Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
• Develop a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word.
• Re-read, edit and improve their own writing.
• Confidently use the essential skills of grammar, punctuation and spelling.
• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
• Use discussion in order to learn; they should be able to elaborate and clearly explain their understanding and ideas.
• Become competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

We ensure that our English teaching and learning provides many purposeful opportunities for reading, writing and discussion. We use a wide variety of experiences, quality texts and resources to motivate and inspire our children.

All pupils receive a daily English lesson.

• Teachers create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.
• We promote reading through teachers reading out loud regularly to their class.
• Pupils in EYFS and KS1 have daily phonics sessions, following the Twinkl Phonics Scheme, to build early reading skills.
• Whole Class Reading sessions teach children to read fluently with prosody, to read critically, to analyse text and answer questions to show their comprehension.
• Pupils discuss and present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates.
• Displays –displays aid pupils and guide them through the process of reading and analysing, gathering content, planning and writing.
• Vocabulary is also promoted through displays, in both English and other curriculum areas, enhancing and encouraging a richer, wider use of vocabulary.
• Vocabulary mats/ glossaries are used where needed and thesauruses and dictionaries which are easily accessible for pupils to use.
• Age appropriate spellings are sent home for pupils to practice, which are then tested weekly. These encompass a range of words to cover specific age-appropriate spelling rules, words linked to wider curriculum areas and, in KS1, words linked to phonics acquisition.
• We teach a range of genres across the school, resulting in pupils being exposed to, and knowledgeable about, literary styles, authors and genres. They can express preferences and give opinions, supported by evidence, about different texts.

The impact and measure of this is to ensure children not only acquire the appropriate age-related knowledge linked to the English curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.

Long term pupils will:

• Be confident in the art of speaking and listening and to be able to use discussion to communicate and further their learning.
• Be able to read fluently both for pleasure and to further their learning.
• Enjoy writing across a range of genres.
• Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded.
• Have a wide vocabulary and be adventurous with vocabulary choices within their own writing.
• Have a good knowledge of how to adapt their writing based on the context and audience.
• Leave primary school being able to effectively apply spelling rules and patterns they have been taught.
• Make good and better progress from their starting points to achieve their full potential.

The impact of our English curriculum is measured through the monitoring cycle in school:

• Lesson observations, book monitoring and learning walks.
• Skills progressing (grammar and punctuation) throughout the school is evident in children’s books.
• Gathering pupil voice – to check understanding, understanding of key skills and knowledge, progression, confidence in discussing English
• Writing is moderated termly, both ‘in- house’ and in cluster meetings with schools from our Multi-Academy Trust, to ensure accurate judgements are made
• Reading is assessed termly using materials (provided by the school’s partnership with PiXL).
• Pupil progress meetings ensure different groups (including EAL, PP and SEND) and individual progress is monitored, and interventions organised to support good and better progress
• Information is shared at Parent’s Evening, through videos on our website and through Parent Information Sessions so that parents and carers will understand how they can support their children at home