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An English lesson takes place in all classes each day of the week.



The Programmes of Study for reading at Key Stages 1 and 2 consist of two dimensions:

•             Word reading

•             Comprehension (both listening and reading)


Children are taught their letter sounds and how to blend them through Read, Write Inc.; we have a daily phonics session in KS1.


Reading development is encouraged through the use of a variety of reading schemes to foster individual needs and interests; the reading schemes include Ginn Lighthouse, Nelson PM, Rigby Star and Collins Big Cat. We use Read, Write Inc. throughout the school initially for Phonics teaching and later for reading comprehension and grammar.  Children may encounter a variety of reading experiences during a school week: individually, aloud or silent; paired; group; or whole class.


A wide range of reading, story and reference books is available both in classrooms and in the Library.  Children are encouraged to borrow books from the Library using our computerised borrowing system. By experiencing a variety of books and listening to stories being read we aim to help children to develop a love of reading. 


Any child needing extra support to learn to read has the opportunity to take part in a Reading Recovery programme with our qualified Reading Recovery Teacher.


We have several parents and staff who are trained Better Reading partners and older KS2 children are Buddy Readers.


We send books home with children and ask parents to share these with their child. We ask children to read every night to their parents to encourage early success. The traditional bedtime story is a very important element in a child’s language development. Older children are expected to read by themselves every night for at least half an hour and we ask parents to help first by ensuring that there are quiet periods for uninterrupted reading and also to enter pages read in the child’s reading record. 




The Programmes of Study for writing at Key Stages 1 and 2 consist of two dimensions:

•             Transcription (spelling and handwriting)

•             Composition (articulating ideas and structuring them in speech and writing)


Children begin writing with simple captions to pictures.  They progress to a recognition of, and an ability to use, a great variety of styles of writing: descriptive, reporting, factual and imaginative.


They learn the basic structure and rules of the English language and recognised forms of punctuation and grammar.


Handwriting and spelling

As soon as children have acquired good pencil control they are taught letter formation which leads to a joined script.  Joining letters follows natural letter ‘chains’ linking handwriting with spelling.  Throughout the school we emphasise the skill of learning to spell words through the LOOK- COVER- WRITE- CHECK method.  We encourage children to use handwriting pens when they have acquired a fluent handwriting style. We strongly discourage the use of ballpoint pens, which are difficult to control.


Speaking and listening

From their admission to school, children are encouraged to take part in small group and whole class discussions.  As they gain confidence and skill, children are encouraged to use speaking and listening skills in planning, organising, discussing, debating and decision making.



All children have opportunities to explore impromptu drama as well as formal presentations.