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English programmes of study follow the National Curriculum. All children are taught English skills directly and then apply these skills across a range of cross-curricular contexts. A link to the National Curriculum can be found here.


In Early Years and Key Stage 1 we have a rigorous approach to Phonics Teaching.  Children work in small groups with precisely targeted support.  We base our teaching on the 'Letters and Sounds' resources published by the DfE, but supplemented by resources from a range of places, including 'Jolly Phonics'. A link to 'Letters and Sounds' can be found here and Jolly Phonics can be found here.


We develop reading at every stage. We recognise the importance of early reading and how interested, motivated reader often become the best writers. We listen to readers in school and support parents to read at home too. We encourage children by sharing books they will enjoy. It is important to recognise that once children can decode the words confidently, that the focus switches to comprehension, ensure the children have fully understood what they have read. Here we carefully question children to encourage them to recount, predict, interpret and understand the text they have read. In class we choose books which are challenging, carefully checking children have understood the text before moving on. We find this is a valuable way to extend vocabulary and introduce new literary concepts.

In November we replaced the phonics and early reading scheme, to ensure the books were current, engaging and fully phonically decodable. At the same time we invested heavily in beautiful books to encourage a love of reading amongst all children in school. Below are some resources to help parents choose books their children will love. There are suggestions of different types of books for each year group, progression in different story types from KS1 to KS2 and beyond, a 'tube map' of suggested books based on popular topics (KS1) and authors (KS2) as well as an inclusive selection which address issues from bereavement to asylum seekers to autism to different family structures. We aim to have all these books in school and available to borrow. Please let us know if you find them useful.


The children told us they were most motivated to write when they cared about the subject of their writing and could see the purpose. As such we try to make sure that writing tasks are 'real life'. For example, if we are writing letters, we send them to real people and await the response. If we are writing a persuasive arguement, we might send this to the parish council or our MP. This has had real benefits in terms of motivation to write. The links to our topic for each term means that children are confident in the content of their writing and can focus on the quality of what they include.