English

Intent

At Bembridge CE Primary School, we recognise that reading is the core skill that underpins all learning. It is integral to our curriculum and a fundamental life skill that shapes the acquisition of knowledge and supports pupils in all subjects. We strive to develop positive attitudes towards reading, ensuring it is an enjoyable and meaningful activity that fosters a lifelong love of literature.

We aim to nurture fluent, independent, and reflective readers who confidently discuss books and authors, appreciating their literary heritage and their own place in the modern world. Our curriculum aligns with the principles and recommendations set out in The Reading Framework (2022), ensuring a consistent approach to reading across KS2 and structured development of word reading and comprehension skills.

Our writing provision is designed to guide and nurture pupils as successful, lifelong writers, equipping them with both the statutory requirements of the Early Years Foundation Stage and the National Curriculum, as well as the skills needed for future opportunities, responsibilities, and experiences. We provide exciting writing opportunities that engage and enhance all pupils, ensuring that every child masters punctuation, sentence structure, transcription, spelling, and redrafting, enabling them to communicate effectively through a range of text types.

Additionally, we develop pupils’ curiosity about vocabulary and language, supporting them in building a sophisticated and varied vocabulary that enhances both their writing and conversation. Pupils are encouraged to understand the power of the written word and the impact it can have on others. Through strong reading provision, we enable pupils to access a variety of high-quality texts that challenge and inspire them, encouraging independent reading for pleasure and purpose.

Implementation

To achieve these aims, we implement a rigorous and well-structured curriculum that ensures consistency and progression in English learning:

·         Phonics & Early Reading:

o   Pupils in Reception, Year 1, and Year 2 (Autumn Term only for the main class) participate in a daily discrete phonics session lasting up to 30 minutes, led by teachers and teaching assistants.

o   Following initial assessments, phonics sessions follow the structured sequence of sound learning as outlined in the phonics programme.

o   Reception pupils are taught to read and spell words using Phase 2 and 3 GPCs, alongside words with adjacent consonants (Phase 4), ensuring fluency and accuracy.

o   Year 1 pupils review Phases 3 and 4, progressing to Phase 5 GPCs, enabling confident reading and spelling.

o   Year 2 pupils identified for additional support engage in Rapid Catch-Up phonics interventions to secure fluency.

o   Assessment is informed by observations, verbal feedback, and half-termly phonics and screening assessments, ensuring targeted support.

·         Spelling: Spelling is taught explicitly using Little Wandle Spelling programme in Year 2 (from Spring Term) and Twinkl spelling planning in KS2.

·         Reading & Writing Journeys: Carefully selected high-quality texts underpin learning, with planned reading and writing journeys ensuring purposeful engagement. Writing is planned for real audiences and purposes, fostering motivation and authenticity.

·         Assessment and Monitoring: Teachers use detailed writing assessment grids during termly moderation meetings to record summative judgments (Working Towards, Working At, Working Above age-related expectations). These assessments are discussed in pupil progress meetings and shared in end-of-year reports for KS1 and KS2 pupils. Formative assessment is informed by observations during daily English lessons and given via verbal and written feedback.

·         Writing Pedagogy: Differentiation is embedded through bespoke success criteria and teacher-led guided groups, ensuring accessibility for all pupils. Teachers deliver grammar and punctuation both explicitly in standalone lessons and in the context of writing for a purpose.

·         Presentation & Handwriting: A bespoke handwriting policy ensures high-quality presentation. Adults consistently model correct letter formation, both in discrete handwriting sessions and in everyday teaching.

·         Experiential Learning: First-hand experiences, such as educational visits, are used as stimuli for writing opportunities, enhancing creativity and engagement.

·         Reading Sessions: Pupils across the school participate in three structured reading sessions per week. Each session includes GPC recap, word reading, vocabulary discussion, prosody, reading aloud, and comprehension to develop fluency and deeper understanding.

·         Book Corners: Every classroom features a designated book corner containing a range of high-quality texts across different genres, ensuring pupils have access to diverse reading materials.

Home Reading Expectations: Children are expected and encouraged to read at home at least five days a week. Reading records track their reading activity, including pages read. Reading practice books are closely aligned to each pupil’s phonics and reading level, ensuring opportunities to develop word reading fluency. Pupils will also have a book that they have chosen to encourage a love of reading. This book may be accessible for the child to read independently or may require and adult to read to them (sharing book).

Impact

By the time pupils leave our school, they will:

·         Enjoy writing as a meaningful and relevant skill, using it to communicate ideas across a range of subjects.

·         Engage enthusiastically in discussing their writing, demonstrating a willingness to refine and improve their work for different audiences.

·         Be proud of their written work, seeing it displayed and shared with peers, families, and the wider school community.

·         Be confident, fluent readers, equipped with decoding strategies for unfamiliar words beyond the phonics phase.

·         Develop a richer vocabulary, strengthening both their spoken and written communication.

·         Become confident, fluent readers with secure phonics knowledge and increasingly accurate spelling skills.

·         Be motivated to read for pleasure, choosing to read widely and regularly, both in school and at home.

·         Recognise the power of storytelling, appreciating how reading and writing can influence, entertain, and inform.

·         Have high aspirations, carrying a deep-rooted love of literacy into further study, work, and successful adult life.

Links to Documents