Intent

At St Edward's, we believe that a high-quality English curriculum should inspire a lifelong love of reading, writing, speaking and listening. Through engaging lessons and excellent teaching, we aim to develop confident communicators who can express themselves clearly, creatively and effectively. English is at the heart of our curriculum and underpins learning across all subjects. Our teaching is firmly rooted in the National Curriculum (2014), ensuring continuity and progression, whilst providing meaningful and stimulating learning experiences through carefully chosen themes and texts.

We recognise that pupils arrive with a wide range of experiences and abilities in English. Therefore, we place great importance on developing confidence through speaking and listening. Children are encouraged to articulate their ideas, opinions and understanding before transferring them into their writing. Oracy is embedded throughout our curriculum and is developed through a structured progression of physical, linguistic, cognitive and social-emotional skills, enabling pupils to communicate, collaborate and think critically.

Reading is central to academic achievement and personal development. At St Edward's, we strive to foster a deep appreciation of literature by exposing pupils to a rich variety of high-quality texts, including novels, poetry, songs, articles and non-fiction. Through our carefully planned book spine and vocabulary-rich learning environments, children develop fluency, comprehension and a genuine enjoyment of reading. We encourage pupils to discuss, analyse and evaluate texts, exploring authors' language choices and understanding their impact on the reader. Reading is valued both as a source of pleasure and as a means of acquiring knowledge and broadening understanding.

Writing is taught as a purposeful and creative process. Pupils write for a range of audiences and purposes, developing an extensive vocabulary, secure grammatical knowledge and the ability to communicate effectively. Opportunities to apply and extend writing skills are provided across the entire curriculum, enabling children to write confidently in a variety of contexts. We encourage pupils to take pride in their work through high expectations for presentation, handwriting and editing, whilst nurturing creativity and individuality in their written expression.

In line with the National Curriculum, we aim to ensure that all pupils:

• Read fluently, accurately and with understanding.
• Develop a lifelong habit of reading for both pleasure and information.
• Acquire a rich and ambitious vocabulary alongside a secure understanding of grammar and language conventions.
• Appreciate and engage with Britain's rich literary heritage.
• Write clearly, accurately and effectively for a range of audiences and purposes.
• Use discussion to deepen learning, explain ideas and develop understanding.
• Become confident speakers and attentive listeners who can present, debate and collaborate successfully.

We cultivate a positive reading and writing culture throughout the school by:

• Reading aloud to pupils daily to model expressive and enjoyable reading.
• Providing daily DEAR (Drop Everything and Read) opportunities.
• Delivering daily phonics teaching in EYFS and Key Stage 1 through the Little Wandle programme.
• Teaching spelling through the Ready Steady Spell programme from Year 2 to Year 6.
• Providing weekly spelling practice to support the application of spelling knowledge.
• Delivering regular Guided Reading sessions using the Ready Steady Read scheme.
• Encouraging ambitious vocabulary choices through working walls, displays and explicit vocabulary instruction.
• Implementing a consistent whole-school approach to vocabulary development, supporting all learners, including those with SEND, Developmental Language Disorder and pupils with English as an Additional Language.
• Providing accessible resources such as vocabulary mats, dictionaries and thesauruses to extend pupils' language choices.
• Using working walls to support the writing process from immersion and analysis through to planning, drafting and publishing.
• Celebrating pupils' writing through classroom displays, shared areas and the school website, ensuring work has a meaningful audience and purpose.
• Organising reading and writing events throughout the year that foster enjoyment, engagement and lifelong learning.

Through these approaches, we aim to equip every child with the literacy skills, confidence and enthusiasm needed to succeed academically and flourish beyond their time at St Edward's.

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Implementation

We provide many purposeful opportunities for reading, writing and discussion. We use a wide variety of quality texts and resources to motivate and inspire our children. Teachers also ensure that cross-curricular links with concurrent topic work are woven into the programme of study. In order to help us to develop confident, enthusiastic writers who can express themselves in a variety of different styles and across a variety of contexts, our teaching of writing is often cross curricular and linked to our class topics. This provides our children with regular opportunities to write for a range of purposes and audiences. Writing tasks are specific and meaningful, and often meet a purpose to engage children and to illustrate how their writing skills can be applied to real life contexts. 

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, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• Appreciate our rich and varied literary heritage
• Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Teachers create a positive reading and writing culture in school, where both are promoted and enjoyed. We aim to do this by:

• Promoting reading through teachers reading out loud daily to their class
• Daily DEAR (Drop Everything And Read) sessions
• Pupils in EYFS and KS1 have daily phonics sessions, following the Little Wandle scheme
• Using the Spelling Shed spelling scheme (Y1-Y6), delivering daily sessions
• Age-appropriate spellings sent home weekly for pupils to practise their words and to write a sentence containing each word at home – tested each Monday
• Guided Reading sessions in all classes at least three times a week
• We use a structured whole school approach to promote the vocabulary development of all children. Focused on whole class learning, the resource is of particular value for those who start at a disadvantage – including children with Developmental Language Disorder, Special Educational Needs and those who speak English as an additional language, but it will extend the word learning of all students.
• Vocabulary promoted through displays in class, all curriculum areas, enhancing and encouraging a wider use of vocabulary
•  Vocabulary mats to be used where needed and thesauruses and dictionaries which are easily accessible for pupils to use 
• Working Walls – all classes aiding pupils and guiding them through the process of Immersing, Reading and Analysing, Gathering Content, Planning and Writing
• Displays of writing, in class, shared areas and on the school website, giving a purpose and audience, to encourage pride in work and to show that work is valued
• Reading and writing events (throughout the year) to encourage and promote enjoyment and opportunities to develop lifelong learning

We identify children who need support and provide intervention in the most effective and efficient way that we can. We are fortunate to have parents who come in regularly to hear children read. Teachers plan and teach English lessons which are differentiated to the particular needs of each child. We help each child maximise their potential by providing help and support where necessary whilst striving to make children independent learners once we have helped to equip them with the confidence, tools and strategies that they need.

Marking is rigorous in English and across the curriculum.  On the spot verbal feedback is given each lesson and the children are set regular targets to ensure that progress is being made. Incentives are in place for when a child achieves their target. Regular book scrutiny occurs  to check all teachers are following the marking policy rigorously.

Reading is celebrated in classrooms and around school – our educational displays celebrate children’s writing and their favourite books. Throughout the school year, we hold specific English-themed events, such as World Book Day, drama workshops and a range of trips and visits which enrich and complement children’s learning. Here at St Edward’s, we love to celebrate the success of all learners. Writing is sent home to parents to share the pride both the pupil and teacher have shared over the piece of work.

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 Impact 

Our English Curriculum is of high quality, well-thought-out and is planned to demonstrate progression. 

The impact of English learning on our pupils is clear: progress, sustained learning and transferable skills. When our children reach Upper Key Stage 2, teaching focuses on writer’s craft, stamina for writing and manipulation of grammar and punctuation skills.

As all aspects of English are an integral part of the curriculum, cross-curricular writing standards have improved and skills taught in the English lesson are transferred into other subjects.

Assessing and Monitoring in English:

• Lesson observations, book monitoring and learning walks
• Skills progressing throughout the school evident in children’s books
• Gathering pupil voice – to check understanding of key skills and knowledge, progression, confidence and enjoyment
• Moderating pupils work in school and in cluster meetings with other schools
• Pupil progress meetings every half-term to ensure the progress of different groups (EAL, PP and SEND) and individuals is monitored for both reading and writing.

Monitoring is an ongoing cycle, which is used productively to provide the best possible English curriculum for our children and to ensure it is inclusive to all.

Words and Spellings

At St. Edward's we are committed to the delivery of excellence in the teaching of Phonics. We aim to develop each child so that they are able to read with fluency and inspire a love of reading. Phonics is a key skill that supports the development of early reading skills and our aim is to teach every child to read and write. 

Please follow the link below for more information on our phonics programme. 

https://www.stedward.bham.sch.uk/phonics/ 

More information and help videos for parents can be found at:

https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/ 

Writing - Ready Steady Write

Ready Steady Write:

Throughout school, from Reception to Year 6, we follow Ready Steady Write, by Literacy Counts.
Read to Write empowers teachers to provide high-quality teaching of writing through children's high-quality literature (Vehicle Texts).
The units of work centres on engaging, vocabulary-rich texts, with a wealth of writing opportunities. Several of these carefully selected Vehicle Texts have strong thematic links to the Science, History and Geography curriculum. The ‘Read to Write’ planning is founded on the principle of ‘sentence accuracy’ to ensure children develop accurate sentence formation and punctuation from the beginning of their writing journey.

They are being implemented with great success because they include:

Clear Sequential Episodes of Learning

Example Texts (greater depth WAGOLL)

Learning Objectives that link to the teaching sequence (Immerse, Analyse, Plan Write)

Vocabulary Learning

Contextualised Spelling, Grammar & Punctuation

Writer's Knowledge Linked to National Standards

Sentence Accuracy Work Linked to National Standards

Progressions Documents with Year Group Expectations

Reflecting on Unit Outcomes: Planning for Next Steps

Example Planning Format

Wider Reading for the Wider Curriculum

A Wealth of Resources Linked to the National Standards

Explicit Links to the National Curriculum

Read Steady Write is evidence-based teaching of writing. These units have been carefully mapped out so the entire statutory curriculum for writing is covered for each year group. They also enable schools to draw upon the wider curriculum, which supports schools to build rich curriculums.