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English Curriculum Statement


  • For English to be stimulating, relevant and aspirational.
  • Children to develop a love of reading.
  • Children to become adventurous writers.
  • Children to understand the reasons for what they are learning so they become confident readers & writers who enjoy what they are learning.
  • Children to have a rich and varied vocabulary which they can use in context.
  • For all learners to achieve.
  • For children to be competent at spelling.


  • Writing is taught using the Talk for Writing approach.
  • Writing has a context and is purposeful. Writing is often linked to other curriculum areas.
  • We find hooks for learning that excite, engage and inspire. We have a hook at the beginning of each ‘Talk for Writing’ unit.
  • Word aware (FS) and Vocab Ninja (Y1-6) are taught daily and enable children to develop a rich and varied vocabulary. Links to this learning can be found in other areas of the curriculum to ensure it is contextual and embedded.
  • Grammar is taught from years 1-6 using the ‘Rainbow Grammar’ strategy.
  • Phonics lessons taught daily in Foundation Stage and Year 1. These lessons are clear, structured and consistent and follow the letters and sounds programme.
  • In Years 2—6 spelling is taught using the ‘Read, Write, Ink’ programme.
  • Pre and post teaching interventions are provided where necessary and feedback is given immediately where possible.
  • There is clear progression in teaching, learning and expectations throughout the years.
  • There are well resourced, phase appropriate reading books from Foundation to year 2.
  • There are well resourced and age related reading books for KS2.


  • Children develop a love of reading and choose to read for pleasure evident in pupil interviews, learning walks and book reviews displayed in library.
  • Children can answer a variety of question types about a text. Evidence in book scrutiny, FFT planning and displays with children’s work.
  • Children are writers and use a wide range of interesting and adventurous vocabulary. Evidence in displays, book scrutiny and independent writing journals.
  • Children are competent spellers and have strategies to support their spelling as seen in spelling competitions, assessments and book scrutiny for application
  • Children have a broad range of vocabulary. Evidence found in books.
  • Knowledge is retained and can be seen in independent writing, reading/grammar/spelling assessments and book scrutiny.
  • Clear progression of skills across year groups. Evidence in LT/MT Planning, coverage of genres, book scrutiny.