Our aims for reading are integrated with our approach to “language acquisition” in writing and spoken English.  We hope to enable children to become literate in the very broadest sense by being an active user of language. To this end we attempt to extend children’s vocabulary, encourage and teach correct spelling and grammar, teach children patterns of corresponding letters and sounds (using “Letters and Sounds” phonic materials), and support children in becoming independent and fluent readers and writers. We believe that these skills cannot be effectively taught in a vacuum but are learned and applied by the children being active participants in the listening, speaking, reading and writing of English.  The children will experience a planned programme of work, which will enable them to practise the skills they are taught in both real and imaginary situations.  We hope to present the children with exciting challenges and opportunities to demonstrate the skills they have learned in their language work.  Much of our work in this area is undertaken in dedicated English lessons, with opportunities to use and practise their skills across the curriculum. The school does not follow a core reading scheme – instead, a wide range of books are colour coded into “book bands”, according to the degree of challenge, including some books from across a range of reading schemes. High quality literature is at the heart of our curriculum planning, with all children studying at least four whole good quality texts in each year of EYFS and KS1, and at least two whole texts in each year of KS2.


We believe in encouraging children to take pride in the presentation of their work.  This includes the way the work is written.  Handwriting forms part of our language policy because it has to do with communication.  Legible handwriting makes easier reading and so the process of communication is more effective.  One of our main aims is to encourage and help our children to acquire and maintain from an early age, a fluent and legible style of handwriting which will not only serve their everyday needs in school but will also meet the demands of later life for speedy yet tidy writing.   We are adopting the cursive “Penpals” scheme across school, which encourages early joining of letters, and supports children’s spelling development.



Written English forms a large part of the children’s work, being necessary for all subjects.  Children are directed in undertaking writing tasks at the appropriate level for real purposes and audiences.  We believe it is good practice to identify common errors in grammar, spelling and syntax and thus enable children to develop competence in these areas in order to become confident users of language.  We endeavour to foster a confidence and enjoyment in writing in all its many forms with an expectation of learning the rules through relevant teaching and usage, this often stemming from the children’s own writing.  We use a variety of materials to stimulate the children including high quality literature and non-narrative texts, digital media, theatrical productions, visits and visitors. We follow the principles of “Talk for Writing”, encouraging the children to investigate, orally rehearse, retell and innovate good examples of texts, both narrative and non-narrative.

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