English

English Curriculum

Intent

At Bryn St Peter’s CE Primary School, English is at the heart of our curriculum. We believe that strong skills in reading, writing, speaking and listening are essential for success in school and later life. Our aim is to develop confident communicators who enjoy reading, write with purpose and creativity, and express their ideas clearly.

Reading

We value reading as a key life skill and are committed to enabling all pupils to become lifelong readers. We prioritise early reading through the systematic teaching of phonics, ensuring children develop secure skills in segmenting and blending so they can read fluently and confidently. Alongside phonics, we promote a love of reading and reading for pleasure from the earliest stages.

Writing

We aim for all children to develop a love of writing and the confidence to express their ideas clearly and creatively. By the end of Year 6, pupils will be able to write for a range of purposes and audiences, apply grammar, punctuation and spelling accurately, edit and improve their work, and take pride in their handwriting and presentation.

Speaking and Listening

We intend for children to become confident speakers and attentive listeners who can articulate their ideas, listen respectfully and speak clearly in a range of situations, including assemblies, performances and class discussions.

Implementation

Reading and Phonics

• We teach early reading through the Read Write Inc. (RWI) phonics programme.

• All children in Foundation Stage and Key Stage 1 take part in daily phonics sessions, with additional support continuing into Key Stage 2 where needed.

• Lessons are engaging, fast-paced and interactive, giving children frequent opportunities to practise reading, writing and spelling.

• Pupils are taught in ability-matched groups, which are reviewed half-termly.

• Children who need extra support receive targeted 1:1 phonics interventions.

• Parents are supported with guidance and resources to help children practise reading at home.

Writing

• Writing is taught daily through well-planned English lessons and across the wider curriculum.

• Children are taught spelling, grammar, punctuation, handwriting and composition explicitly.

• High-quality texts are used to inspire writing and model good practice.

• A consistent whole-school handwriting approach supports fluent, cursive writing.

• Teaching is adapted to meet the needs of all learners, including pupils with SEND.

Speaking and Listening

• Oracy is embedded across all subjects through partner talk, group work, oral rehearsal and performance.

• Children are encouraged to share ideas, ask questions and speak confidently to different audiences.

Impact

As a result of our English curriculum, pupils at Bryn St Peter’s:

• Read fluently, confidently and with understanding

• Use secure phonics knowledge to decode unfamiliar words

• Enjoy reading and read independently for pleasure

• Write clearly, accurately and creatively across a range of genres

• Edit and improve their own work with confidence

• Take pride in handwriting and presentation

• Speak confidently and listen respectfully in a range of situations

Our pupils leave Bryn St Peter’s well prepared for the next stage of their education, with strong literacy skills that support learning across the curriculum and beyond.

English Inclusion Statement

At our school, we are committed to creating an inclusive environment where every child feels valued, respected, and able to achieve their full potential. We recognise that all pupils are unique, with different strengths, needs, backgrounds and learning styles. We actively promote equality of opportunity and aim to remove barriers to learning so that all children can participate fully in school life.

We celebrate diversity and foster a culture of kindness, understanding, and mutual respect. All staff work collaboratively to support pupils’ academic, social, and emotional development, ensuring that every child feels safe, supported and included.

English Adaptation Statement

We understand that some pupils may require additional support or adjustments to access the English curriculum effectively. Teaching is therefore adapted to meet the individual needs of all learners through a range of strategies, including adapted tasks, flexible teaching approaches, targeted interventions, and the use of appropriate resources or assistive technologies. We also work closely with parents, carers, and external professionals to ensure that adaptations are meaningful, inclusive, and responsive to each child’s needs.  Further details of this can be found within the Reading and Writing policies.

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