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English @ Whitley Lodge First School
Statement of Intent
At Whitley Lodge First School, we enable all pupils to develop a passion for speaking, listening, reading and writing through a language-rich environment. We want all pupils to become creative thinkers who discuss and exchange ideas through the reading and writing process. Our high-quality English curriculum develops enjoyment of reading, writing, and discussion, exposing pupils to high-quality texts and providing purposeful opportunities to practise key skills. Through engaging lessons and a supportive environment, we foster a love of literacy and ensure all children make good progress in all areas of the English National Curriculum.
Legal Framework
This policy is created with reference to:
- DfE National Curriculum in England: English programmes of study
- DfE English programmes of study: key stages 1 and 2
- DfE Statutory framework for the early years foundation stage
Purpose of Study
The National Curriculum for English aims to ensure that all pupils:
- Read easily, fluently and with good understanding
- Develop the habit of reading widely and often, for both pleasure and information
- Acquire a wide vocabulary, grammar knowledge, and linguistic conventions
- Appreciate our rich and varied literary heritage
- Write clearly, accurately and coherently for a range of contexts and audiences
- Use discussion to learn and explain their ideas clearly
- Become competent in speaking and listening, presentations, and debates
Rationale
To develop articulate speakers, inspired writers and avid readers, who can apply their knowledge of English to communicate successfully in the world around them. We aim to build fluency in foundational knowledge, enabling children to succeed and grow in confidence.
Writing
Early Years Foundation Stage
Children experience communication, language, reading, and writing as outlined in the EYFS Statutory Framework. Fine motor skills are developed through pre-writing activities such as painting, sewing, tracing, and cutting. Writing development is guided through four stages: pre-writing, pre-literate, emergent, and transitional. Drawing Club and role-play activities encourage emergent writing. Purposeful writing opportunities are provided both indoors and outdoors. Reception builds on emerging literacy skills through whole class teaching, group work, and individual tasks.
Launchpad for Literacy
We use Launchpad for Literacy from Nursery onwards to improve outcomes in literacy. It is a skill-based diagnostic tool used for assessing gaps, supporting early intervention, enhancing phonological awareness, and embedding specific skills into daily teaching. It continues into Key Stage One as a consistent intervention tool.
Key Stage 1 and Lower Key Stage 2
We follow the National Curriculum using a text-based approach. Each unit begins with immersive reading and book talk, supporting prediction and inference skills. Vocabulary acquisition is a core focus. Grammar and punctuation are taught at the point of writing. Exciting Writing sessions promote creativity and independence in writing.
Book-Led Curriculum
Writing is strengthened by fostering a love for reading. Pupils are taught using high-quality texts across genres and subjects. Grammar, spelling, and oracy are embedded into units. Children are guided through planning, writing, and redrafting with specific writing purposes (e.g., to entertain, inform, persuade). Poetry is also taught progressively from Nursery through to Year 4.
Reading
Reading is taught across the curriculum using independent, group, paired, and whole class methods. We create a rich reading environment to build confidence, fluency and comprehension skills.
Reading for Pleasure
Children choose a book each week for enjoyment. We foster a love of reading through:
- Author and illustrator visits
- World Book Day celebrations
- Book Club Assemblies
- Library sessions and reading challenges
- Book Fairs
- Classroom and outdoor reading spaces
- Beach School reading experiences
Early Reading, Phonics & Spelling
Reading begins in Nursery, exposing children to stories, rhymes, and songs. We follow the Read Write Inc. (RWI) programme for phonics and spelling. Children are grouped by ability and taught blending, decoding, and phoneme-grapheme correspondence. RWI continues into Key Stage 2 where required.
Phonics in Nursery
- General sound discrimination (environmental, instrumental, body percussion)
- Rhythm, rhyme, alliteration, voice sounds
- Oral blending and segmenting
Phonics in Reception and Key Stage 1
Children learn Set 1, 2, and 3 sounds, special friends, and alternative graphemes. Daily phonics sessions include sound revision, new sound introduction, reading, and writing activities. Phonics knowledge is used across the curriculum to support writing and spelling.
Spelling
Weekly spelling lists are sent home in Years 3 and 4. Interventions help consolidate Key Stage 1 spelling before transitioning to Key Stage 2 lists. Dictation is used to reinforce patterns and exceptions.
Handwriting
Handwriting in EYFS and KS1 follows RWI guidelines and statutory curriculum expectations. Letter formation is taught discretely. Teachers model correct formation and teach children to categorise letters into handwriting ‘families’. The handwriting scheme is under review (2024).
Oracy
We use the National Curriculum and the Voice 21 Oracy Framework to develop communication across the curriculum. Pupils are taught to:
- Speak with clarity and confidence
- Value listening and others’ contributions
- Adapt language for audience and purpose
- Present logically and respond appropriately
- Appreciate linguistic diversity
- Engage in formal presentations
Oracy Opportunities Beyond the Classroom
- Assemblies and performances
- School council and pupil voice
- STEM/topic showcase events
Cross-Curricular Literacy Opportunities
Teachers plan English lessons linked to current themes. Pupils are encouraged to apply literacy skills across all subjects.
Equal Opportunities
- All pupils access the full English curriculum, regardless of race, gender or ability.
- Curriculum access is differentiated appropriately to ensure progression for all learners.
Special Educational Needs
All pupils have equal access to learning. Support is provided through class provision maps, support plans, and external recommendations. Progress is monitored regularly.
Assessment and Recording
- Formative assessment is used daily to inform planning.
- Independent writing is assessed half-termly using Sonar Tracker.
- Summative assessments are completed termly.
- Formal assessments include the Year 1 Phonics Screening Check.
Monitoring
English teaching is monitored by the Senior Leadership Team through:
- Learning walks
- Reviewing marking and feedback
- Pupil voice
- Book scrutiny
- Governor visits
Progress is tracked using Sonar Tracker. Parents receive verbal feedback at Spring parents’ evening and a written report in Summer.
The Role of the Subject Leader
- Provide strategic direction for English
- Support colleagues with subject-related matters
- Monitor pupil progress
- Attend training
- Manage resources and spending
Subject leaders receive non-contact time to review the curriculum, monitor teaching and learning, and ensure National Curriculum coverage. Monitoring results feed into annual action plans.
