Why do we teach English at St Clare's? 

At St. Clare’s Primary School, we believe that literacy and communication are key life skills. Through the English curriculum, we will help children develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners.

As English is central to children’s intellectual, emotional and social development, it has an essential role across the curriculum and helps pupils’ learning to be coherent and progressive. Reading therefore is a fundamental skill that will support children's learning across the whole curriculum. It is not simply the decoding of black marks on the page, but involves the ability to read with fluency and understanding. Our Reading Curriculum covers a wide range of quality texts including fiction, non-fiction and poetry. 

We also aim to instil a lifelong love of reading by sharing  a daily class novel and having weekly visits to the school library.

Why we enjoy leading English at St Clare's: 

Co-ordinating English in a primary school is something I find incredibly rewarding because of the real impact it has on pupils’ confidence, creativity, and future opportunities. English sits at the heart of the curriculum; when children develop strong reading and writing skills, it opens the door to success in every subject. Being able to shape the direction of English teaching across the school means supporting teachers, developing engaging approaches to literacy, and ensuring that every child has the chance to find their voice as a reader and a writer.

One of the most powerful aspects of the role is seeing the clear connection between reading and writing. As children are exposed to rich texts, varied vocabulary, and different authors’ styles, their own writing begins to flourish. Promoting a culture of reading across the school directly influences the quality, imagination, and technical accuracy of pupils’ writing, and it is incredibly satisfying to see that relationship develop over time.

Perhaps the most inspiring part of coordinating English is witnessing the journey children make from Early Years Foundation Stage to Year 6. In EYFS, children begin by exploring stories, sounds, and early mark-making; by the time they reach Year 6, they are crafting thoughtful narratives, persuasive arguments, and well-structured pieces of writing. Seeing that transformation across the school – and knowing that strong, consistent English teaching plays a part in it – makes the role both meaningful and motivating.

Angela Rees & Hannah Smith

 

Teaching and Learning:

 

Foundation Stage (EYFS):-

Communication and Language and Literacy are two of the seven main areas of learning in the Early Years Foundation Stage. English is split into two aspects; Reading and Writing. The time spent on Literacy is spread across the week through both adult led activities and carpet sessions. English is embedded within the Continuous Provision with opportunities for children to develop and practise their reading and writing skills independently. Reading and writing take place through all areas of the curriculum and can be noticed across the different areas of provision in the indoor and outdoor classroom. English takes place in the outdoor environment where children have access to books and writing opportunities. Activities are planned for to ensure that they enhance, engage and extend the children in their learning. Children are provided with opportunities to see adults modelling writing during focused English sessions. They can then apply the skills that are taught when at an adult led activity or during their independent play.  Children are read to throughout the day and read with by an adult in the class regularly. 

Synthetic phonics is taught daily using a structured programme and assessed half termly to ensure all children ‘keep up’ and any gaps are quickly identified and addressed.

KS1 & KS2

All children in KS1 and KS2 receive one English lesson per day, which incorporates both reading and writing.  English is taught around a main text so the children have full immersion into a book and can fully understand the themes around the text which can be used within their writing. Children in Year 1 & 2  receive two daily phonics lessons in addition to these sessions. Phonics is recommended as the first strategy that children should be taught in helping them learn to read. It is taught using the synthetic phonics scheme written by Schofield and Simms. St Clare’s also subscribes to ‘Phonics Play’ as an additional resource.

Children in Year 3 – 6 receive daily spelling lessons covering the spelling list for each year group along with the relevant common exception words. The focus is on developing children’s understanding of spelling rules and anomalies, rather than rote learning. The Schofield and Simms scheme has been brought in for KS2 which follows the same phonics programme as KS1.

Tier 2 & 3 vocabulary is also taught within English and foundation subjects- building in the relationship of writing across all subjects.

At St Clare’s we have adopted a bespoke approach to English based on the requirements we understand that our children have. Hook days begin the start of each new cycle to gain the interest of the children into the text which is an immersive, practical experience. This is followed by English lessons containing elements of reading and writing, retrieval of previous learning and a shared writing experience to build confidence in the child’s own work. A final write is produced and celebrated either by having this mounted on the classroom wall or in the child’s own published book which celebrates their writing journey through the school.

Spelling is taught in short daily bursts with a focus on developing children’s understanding of spelling rules and anomalies, rather than rote learning. A scheme is used which follows the same phonics programme in KS1 to ensure consistency in the approach to spelling. Statutory words are taught alongside the programme as well as Tier 2 & 3  specific topic vocabulary. 

 

Whole School Progression Document