English

At Sir Robert Hitcham CEVA Primary School, we believe that English lies at the heart of learning and opens the door to every area of the curriculum. We want every child to become a confident communicator, fluent reader and capable writer who can use language effectively to learn, express themselves and engage with the wider world.

Our English curriculum is ambitious, carefully sequenced and inclusive. From Reception to Year 6, children develop the knowledge, vocabulary and skills needed to read widely, write purposefully and communicate confidently. Through high-quality literature and rich learning experiences, we nurture a lifelong love of reading and language.

As a Church of England school, our Christian vision underpins our approach to English. Through stories, poetry, discussion and writing, children encounter different perspectives, cultures and experiences, enabling them to develop compassion, courage, respect, forgiveness, kindness and understanding of others.

In Key Stages 1 and 2, we use CUSP English and CUSP Reading to provide the structure and sequencing of our curriculum. These programmes support the progressive development of reading, writing, vocabulary and knowledge through high-quality texts and carefully planned learning. Teachers use their professional expertise to ensure learning is responsive to the needs of pupils while maintaining high expectations for all.

Curriculum Structure and Progression

Our English curriculum is carefully sequenced so that important knowledge and skills are introduced, revisited, practised and developed over time. Children build on prior learning as they move through the school, ensuring strong progression in reading, writing, speaking and listening.

Through our curriculum, children encounter a broad range of:

fiction;
non-fiction;
poetry;
traditional tales;
myths and legends;
stories from different cultures;
biographies and autobiographies;
information texts;
persuasive and explanatory texts;
playscripts and drama; and
texts linked to the wider curriculum.

Children progressively develop their ability to understand, discuss and respond to increasingly challenging texts while developing the vocabulary and knowledge needed for future learning.

High Expectations

We have high expectations for every child and are committed to ensuring all pupils access an ambitious English curriculum.

Children are taught to:

speak clearly and confidently;
listen carefully and respond thoughtfully;
develop and use a rich vocabulary;
read fluently and accurately;
understand and respond to a wide range of texts;
explain their ideas using evidence from what they have read;
write clearly and coherently for different purposes and audiences;
use increasingly ambitious vocabulary;
apply their knowledge of grammar, punctuation and spelling;
plan, draft, edit and improve their writing; and
apply their English skills across the wider curriculum.

Teachers provide appropriate support and challenge so that all pupils can achieve success.

Early Years Foundation Stage

In Reception, communication and language, reading and writing are developed through all areas of learning.

Children are immersed in a language-rich environment where adults model high-quality language and provide opportunities to talk, listen, discuss, explain and develop ideas.

Children are given opportunities to:

develop speaking and listening skills;
learn and use new vocabulary;
enjoy and discuss stories, rhymes, poems and songs;
develop their understanding of story language;
develop phonological awareness;
begin to read and write through systematic phonics teaching;
represent ideas through drawing, writing and play; and
develop the foundational knowledge needed to become successful readers and writers.

High-quality stories and texts form an important part of daily learning and help children develop vocabulary, comprehension and a love of reading.

Key Stage 1

In Years 1 and 2, children build on the foundations established in Reception.

CUSP English and Little Wandle Reading support the development of knowledge, vocabulary, reading and writing through carefully planned sequences of learning and high-quality texts.

Children are given opportunities to:

speak confidently and listen carefully;
develop their vocabulary;
read accurately and increasingly fluently;
develop comprehension skills;
read fiction, non-fiction and poetry;
secure phonics and spelling knowledge;
write for different purposes and audiences;
develop grammar and punctuation knowledge; and
develop fluent and legible handwriting.

Key Stage 2

In Years 3 to 6, children continue to build on their earlier learning through CUSP English and CUSP Reading and increasingly ambitious texts and learning experiences.

Children are given opportunities to:

read increasingly challenging fiction, non-fiction and poetry;
develop fluency, accuracy and comprehension;
encounter a wide range of authors, genres and text types;
develop a rich and precise vocabulary;
explore how authors use language and structure;
discuss different interpretations and viewpoints;
write effectively for different purposes and audiences;
use increasingly sophisticated grammatical knowledge;
plan, draft, edit and improve their writing; and
apply their English knowledge across the wider curriculum.

Phonics and Early Reading

We use Little Wandle Letters and Sounds Revised as our systematic synthetic phonics programme to teach early reading and spelling.

Children follow a carefully sequenced programme that develops secure knowledge of phonemes and graphemes. They learn to:

recognise phonemes and graphemes;
blend sounds to read words;
segment words for spelling;
read tricky words; and
apply phonics knowledge when reading and writing.

Regular assessment allows staff to identify gaps in learning and provide additional teaching through targeted Keep-Up sessions.

In Key Stage 1, decodable reading books are carefully matched to the phonics knowledge children have been taught, enabling them to practise and secure their learning.

Programme- https://www.littlewandlelettersandsounds.org.uk/wp-content/uploads/2021/12/Programme-Overview_Reception-and-Year-1-1.pdf

Reading

We want children to become fluent, confident and enthusiastic readers who read both to learn and for pleasure.

Our reading curriculum provides a broad and varied reading diet. Children encounter fiction, non-fiction and poetry alongside a range of authors, genres, themes and perspectives.

Through CUSP Reading in KS2, children develop increasingly sophisticated comprehension skills. They learn to:

retrieve information;
make inferences;
discuss vocabulary;
explain ideas using evidence;
make connections between texts and experiences; and
consider how authors create meaning.

Reading also supports children's wider curriculum knowledge and understanding of the world around them.

Reading for Pleasure

Developing a lifelong love of reading is a key priority at Sir Robert Hitcham.

Children have opportunities to:

choose books independently;
share books with others;
listen to adults reading aloud;
explore different authors, genres and text types; and
participate in reading events and celebrations.

Reading aloud remains an important feature throughout the primary years as it develops vocabulary, comprehension and enjoyment while introducing children to texts beyond their independent reading level.

Spelling, Grammar and Punctuation

Spelling, grammar and punctuation are taught progressively throughout the school.

In Key Stage 1, spelling development is closely linked to phonics learning through the Little Wandle programme.

In Key Stage 2, we use Emile Spelling to support the systematic teaching and practice of spelling patterns, common exception words and previously taught knowledge.

Grammar and punctuation are taught both explicitly and within the context of reading and writing, helping children understand how language works and apply their learning effectively in their own writing.

Writing

Our writing curriculum is built around high-quality texts that provide children with models of effective writing, rich vocabulary and opportunities to explore different genres and purposes.

Children write for a range of purposes and audiences and develop their ability to:

communicate ideas clearly;
organise and develop ideas effectively;
use ambitious and appropriate vocabulary;
write in different genres and forms;
apply grammar and punctuation accurately;
plan and rehearse writing;
draft, edit and improve their work; and
write increasingly independently.

Handwriting is taught explicitly, enabling children to develop a clear, fluent cursive style.

Inclusion and High Expectations

We believe that every child should have access to an ambitious English curriculum.

Teachers identify barriers to learning and adapt teaching, resources and scaffolding where appropriate while maintaining high expectations for all learners.

We:

provide appropriate challenge and support;
identify gaps in foundational knowledge;
use assessment to inform teaching;
provide additional teaching and practice where needed;
work closely with our SENDCo;
support pupils with SEND;
monitor vulnerable groups and pupils who may not be making expected progress; and
provide targeted intervention where appropriate.

For pupils with English as an Additional Language, teachers provide opportunities for high-quality talk, vocabulary development and language modelling.

Assessment and Progress

Assessment is used to support learning and inform teaching.

Teachers use assessment information and their knowledge of pupils to:

identify gaps in learning;
revisit important knowledge;
address misconceptions;
provide additional support;
provide appropriate challenge; and
monitor progress over time.

In phonics, regular assessment helps identify children who would benefit from additional support through Keep-Up provision.

English Across the Curriculum

English is developed and applied across the wider curriculum.

Children use their reading, writing, vocabulary, speaking and listening skills in subjects including History, Geography, Science and Religious Education.

Subject-specific vocabulary is explicitly taught so that children can understand and communicate their learning effectively. Extended writing opportunities allow pupils to apply their English skills in a range of meaningful contexts.

Our Christian Ethos

Literature provides valuable opportunities for children to encounter different people, cultures, experiences and viewpoints.

Through carefully selected texts, children explore moral and ethical questions, learn to respect different perspectives and develop their ability to discuss ideas thoughtfully and respectfully.

As a Church of England school, we seek to develop children who demonstrate compassion, courage, forgiveness, respect and kindness in both their learning and daily lives.

Parents and the Community

Parents and carers play an important role in supporting children's reading and language development.

We encourage families to:

read regularly with their child;
talk about books and stories;
listen to their child read;
share books for pleasure;
support phonics learning using school guidance;
attend workshops and information events where available; and
make use of our local library.

We celebrate reading and writing through events such as World Book Day, assemblies, displays and book fairs, and value our links with the wider community, including visits to our on-site Debenham Library.

Additional Support

Where children require additional support with reading, phonics or writing, we provide targeted intervention.

This may include:

Little Wandle Keep-Up sessions;
targeted phonics support;
additional reading practice;
interventions such as Toe by Toe where appropriate; and
additional opportunities to practise and consolidate key knowledge and skills.

The purpose of intervention is to address identified gaps and help children access the full curriculum as successfully and independently as possible.

Impact

By the time children leave Sir Robert Hitcham CEVA Primary School, they are confident readers, capable writers and articulate communicators.

They read fluently and with understanding, discuss and analyse texts thoughtfully, and write effectively for a range of purposes and audiences. They possess a rich vocabulary, apply grammar, punctuation and spelling accurately, and can communicate their ideas clearly and confidently.

Children leave our school well prepared for the next stage of their education, equipped with the literacy skills needed to succeed across the curriculum and in the wider world. Most importantly, they develop a lifelong love of reading, language and learning.