English

We relate the English aspects of the children’s work to the objectives set out in the Communication and Language and Literacy sections of the Curriculum Guidance for Early Years Foundation Stage, which underpin the curriculum planning for children aged birth to five. In the foundation years the emphasis on the teaching and learning of English is often based on children’s first-hand experiences. We give all children the opportunity to talk and communicate in a widening range of situations, to respond to adults and to each other, to listen carefully, and to practise and extend their vocabulary and communication skills. They have the opportunity to explore words and texts, to enjoy them, to learn about them, and to use them in various situations.

Intent 

At Academy 360 Primary, our overarching intention is for every child to become a fluent reader, an articulate speaker and a confident, purposeful writer by the time they complete the primary phase. English is integral to all learning: speaking, listening, reading and writing form the foundations of communication, thinking and access to the wider curriculum. 

Across EYFS, Key Stage 1 and Key Stage 2, our English curriculum is designed to: 

• Nurture a love of reading, writing and rich literature through exposure to high-quality, diverse and culturally relevant texts. 

• Develop pupils’ language, vocabulary and understanding so they can communicate confidently and effectively. 

• Ensure long-term progression of knowledge and skills through carefully sequenced learning. 

• Equip pupils with analytical, inferential and evaluative skills through discussion, debate and exploration of texts. 

• Build confident storytellers and authors who write with clarity, accuracy and imagination for a range of audiences and purposes. 

• Immerse pupils in language-rich environments and structured oracy opportunities to strengthen spoken communication and deepen thinking. 

EYFS 

In the Early Years, children are introduced to English through rich play, conversation, stories and early mark-making. Guided by the EYFS statutory framework, we prioritise early language development, vocabulary acquisition and foundational reading and writing behaviours. 

Key Stage 1 

In Key Stage 1, pupils build upon early reading skills through a systematic synthetic phonics programme (RWI), developing fluency, decoding, comprehension and early writing skills. Pupils begin to engage with a wider range of texts and write for more defined purposes. 

Key Stage 2 

In Key Stage 2, pupils deepen their reading comprehension, fluency and analytical thinking, accessing increasingly complex texts and participating in structured discussions. Writing becomes more sophisticated, with pupils applying grammar and punctuation knowledge, editing skills and authorial intent across genres. 

Implementation  

The English curriculum at Academy 360 is implemented through a carefully sequenced and progressive approach that ensures pupils develop strong skills in speaking, listening, reading and writing. Planning is rooted in the National Curriculum and driven by high quality core texts that provide meaningful contexts for learning. Oracy is embedded across lessons through discussion, drama and structured talk, supported by vocabulary-rich environments. Reading is developed systematically through daily phonics (RWI), fluency and comprehension programmes, whole-class guided reading, and a strong reading-for-pleasure culture. Writing is taught through a consistent sequence of immersion in texts, explicit SPaG teaching, modelling, drafting and editing, with handwriting and spelling taught discretely through structured programmes. Regular assessment informs teaching, enabling staff to tailor learning and ensure pupils make strong, sustained progress across all strands of English. 

Speaking and Listening / Oracy 

• Oracy is embedded across the curriculum and informed by our developing Voice 21 approach. 

• Pupils participate in partner talk, group discussion, drama, role-play, debates and presentations. 

• Ambitious vocabulary is modelled, displayed and revisited across all curriculum areas. 

Reading 

Early Reading – Phonics 

In EYFS and Key Stage 1, and for targeted pupils in Key Stage 2, early reading is taught through the Read Write Inc. (RWI) phonics programme. Daily phonics sessions provide systematic, synthetic instruction so that children secure sound–letter correspondences, blend with increasing independence and read decodable texts matched precisely to their current phonics knowledge. This approach ensures that pupils experience success from the outset, building accuracy and automaticity. As children re-read familiar texts, teachers develop prosody and comprehension through think-alouds, questioning and discussion, enabling pupils to read with expression and understanding while broadening early vocabulary. In EYFS and year 1, Talk Through Stories is used to enhance vocabulary and comprehension.  

Fluency & Stamina 

Once children have secured their phonic knowledge, our focus shifts to developing their reading fluency, accuracy and stamina through regular, purposeful reading opportunities across the curriculum. Teachers model fluent reading to demonstrate effective pace, expression and phrasing, and pupils engage in repeated reading and guided practice to build confidence and automaticity. Carefully selected texts motivate and appropriately challenge pupils, helping them to sustain reading for longer periods and apply comprehension alongside decoding. High-quality guided and independent reading sessions allow pupils to embed these skills with a range of fiction, non-fiction and poetry, while targeted one to one or small group reading supports those who need additional practice. Ongoing formative assessment ensures that teachers can quickly identify and address any fluency gaps, enabling all pupils to develop resilience and confidence as readers. 

Reading Lessons 

From year 2 to year 6, reading is taught through a structured cycle of lessons informed by Christopher Such’s approach, comprising Fluency Read, Extended Read and Close Read sessions. Fluency Read lessons prioritise accuracy, automaticity and prosody: teachers model expressive reading, and pupils engage in brief, repeated reading of appropriately challenging texts to secure phrasing, intonation and pace. Extended Read lessons provide sustained engagement with rich, carefully chosen texts so that pupils build reading stamina, track ideas across longer sections and develop coherent understanding. Close Read lessons zoom in on shorter extracts to explicitly teach comprehension strategies and vocabulary: pupils analyse authorial choices, retrieve and infer meaning, and explore structure, language and themes through high-quality questioning and scaffolded talk. Across the cycle, texts span fiction, non-fiction and poetry; assessment is ongoing and responsive, with scaffolds gradually removed to promote independence and transfer of skills to wider curriculum reading. 

Reading for Pleasure 

Reading for Pleasure is central to our ethos and is promoted throughout the school day. Staff act as reading role models, regularly sharing recommendations and reading aloud high-quality texts to inspire curiosity and enjoyment. Pupils have frequent opportunities for sustained, independent reading and access to well-resourced library and classroom book areas that reflect diverse authors, genres and cultures. Whole-school events such as World Book Day, author engagements and poetry performances help foster a vibrant reading culture, encouraging pupils to view reading as a source of enjoyment, knowledge and community. 

Reading Assessment 

We use a balance of formative and summative assessment to track progress and inform teaching. Termly assessments (such as NTS or past SATs papers) provide age-related attainment data and highlight areas of strength and need at cohort and individual levels. Ongoing evidence is gathered from phonics assessments, reading practice sessions, guided reading, responses to reading within English lessons and reading demonstrated across the wider curriculum. Teachers use this information to plan next steps, adjust groupings, identify pupils who require additional support and monitor the impact of interventions, ensuring that every child makes sustained, meaningful progress as a reader. 

Writing 

Writing Sequence 

Writing is taught through a consistent structure designed to immerse pupils in high quality models, explore author techniques and gradually build independence. In EYFS, early writing begins through exploration, mark making and purposeful opportunities in continuous provision. In Key Stage 1 and 2, writing units are driven by rich core texts that provide inspiration, context and clear models of effective writing. Teachers lead pupils through an established sequence that includes: reading and analysing model texts; identifying key language, structural and grammatical features; explicit teaching of punctuation and grammar linked to the intended genre; shared and guided writing to demonstrate the craft of composition; and structured planning sessions that support idea generation. Pupils then move through drafting, revising and editing processes to refine their writing, with teachers modelling high quality examples and providing tailored feedback. Throughout each unit, pupils develop both the technical accuracy and the creativity required to write confidently and purposefully. 

Spelling 

Spelling is taught systematically to ensure children develop secure understanding of phoneme–grapheme correspondence, morphology and spelling patterns. In EYFS and Key Stage 1, pupils follow RWI Phonics, applying their growing decoding knowledge directly to spelling during writing tasks. Once pupils complete the phonics programme, they transition to RWI Spelling (year 2 to 6), which provides fast paced, engaging lessons focused on spelling rules, patterns and exceptions. The programme enables consistent practice through oral recall, partner work and independent application, while also ensuring regular consolidation of previous learning. Teachers reinforce spelling expectations through modelled writing and targeted feedback, supporting pupils to become increasingly accurate and confident spellers. 

Handwriting 

In EYFS and Key Stage 1, children develop early control through mark making tools, playdough, threading, tracing and pencil work, gradually moving towards accurate formation of letters. For pupils still accessing phonics, letter formation is taught and modelled consistently using the Read Write Inc. (RWI) letterf ormation mantras, supporting automaticity and reinforcing phonic knowledge through multisensory practice. As pupils move through school, they are taught to develop a fluent, joined and legible handwriting style. Handwriting is taught explicitly through the Penpals for Handwriting scheme, which takes a holistic, developmental approach that builds fine motor, gross motor and letter formation skills progressively. Teachers and support staff model accurate handwriting in all written communication, ensuring consistent expectations. Attention is given to posture, paper position and pencil grip, with adaptations made to support lefthanded pupils or those with additional motor needs.  

Writing Assessment 

Writing attainment is assessed using year group writing checklists that outline expectations for composition, grammar, punctuation, spelling and handwriting. Teachers collect evidence across the year from a range of independent writing tasks, using these assessments to determine whether each pupil is working towards, at, or above the expected standard. After each assessed piece, pupils receive specific nextstep feedback to guide improvement. These targets are revisited in subsequent units and addressed through targeted support, smallgroup sessions and wholeclass teaching. Regular assessment ensures teachers can quickly identify any gaps in learning, monitor progress closely and adapt provision so that all pupils continue to develop as confident, capable and reflective writers. 

Support for SEND Pupils 

At Academy 360, all pupils access a broad and balanced English curriculum through: 

• High-quality teaching tailored to individual needs. 

• Differentiated activities matched to learning profiles. 

• Pre-teaching, targeted vocabulary instruction and scaffolded reading/writing tasks. 

• Use of visual supports, overlays, alternative recording methods and assistive technology. 

• Bespoke interventions such as:  

• RWI phonics and Fresh Start 

• NELI (EYFS) 

• Fluency into Comprehension (FFT) 

• Lexia 

• Regular monitoring of progress to adapt support. 

• Language-rich environments that support pupils with speech, language and communication needs. 

Our approach ensures all SEND pupils make strong progress from their starting points and develop confidence as readers, writers and communicators. 

Support for Disadvantaged Pupils 

We are committed to ensuring disadvantaged pupils achieve in line with, or above, national expectations. Support includes: 

• Access to high-quality texts, both in school and at home. 

• Targeted interventions for reading fluency, comprehension and writing skills. 

• Additional reading opportunities with adults. 

• Carefully planned vocabulary instruction embedded across the curriculum. 

• Access to devices or reading materials at home where needed. 

• Participation in enrichment activities (author events, competitions, library sessions). 

English and Skills Builder 

The Skills Builder framework is woven throughout our English curriculum. Through reading, writing and oracy, pupils develop: 

• Speaking: presentations, debates, drama, and daily structured talk. 

• Listening: attentive listening in discussions, reciprocal reading, partner work. 

• Teamwork: collaborative reading tasks, shared writing and group problem-solving. 

• Creativity: imaginative writing, drama, poetic performance and project work. 

• Leadership: opportunities to lead discussions, act as reading ambassadors or pupil librarians. 

• Aiming High: setting goals in reading and writing, evaluating progress and responding to feedback. 

These essential skills prepare pupils for lifelong learning and future employment. 

Impact 

Our English curriculum enables pupils to build knowledge and skills in a carefully sequenced way, ensuring clear long-term progression. Highquality teaching provides regular opportunities to revisit, apply and deepen learning through purposeful questioning, discussion, modelling and explanation, supporting strong retrieval at key points within each lesson and unit. Frequent practice allows pupils to develop confidence and independence, applying their reading and writing skills in a wide range of meaningful contexts. Through this consistent approach, pupils strengthen their longterm memory, retain essential knowledge and become increasingly capable, fluent and motivated readers and writers. 

By the end of year 6, our pupils will: 

• Be confident, fluent readers who can infer, analyse, evaluate and discuss texts independently. 

• Write clearly, accurately and creatively, adapting style and tone to a range of audiences and purposes. 

• Use a broad vocabulary and speak articulately in varied contexts. 

• Demonstrate secure phonics knowledge and reading fluency. 

• Have a genuine love of reading and writing, with the motivation to pursue both beyond school. 

Assessment

Please see the Reading Assessment Checklists below for Years 1-6.

Year-1-Reading-Assessment-Checklist.pdfYear-2-Reading-Assessment-Checklist.pdfYear-3-and-4-Reading-Assessment-Checklist.pdfYear-5-and-6-Reading-Assessment-Checklist.pdf

Spelling

In EYFS and Key Stage One, our pupils follow RWI phonics. We encourage all of our pupils to apply their phonic knowledge when spelling. Once children complete the RWI phonics programme, they move on to Read Write Inc Spelling which is a fast paced programme with an approach underpinned by phonics. The programme is designed for Years 2-6 and has been created to meet the demands of the 2014 National Curriculum. The short lessons allow an exciting delivery using the online subscription of the Read Write Inc spelling programme. The programme allows for a consistent approach working through new spelling rules as well as consolidation of previous learning. The children are given the opportunity to participate in whole-class, partner and independent work daily.

Writing

We have a rigorous and well organised English curriculum that provides many purposeful opportunities for writing. Our curriculum is developed to show progression from EYFS to Year 6 with a focus on core texts, with many taken from the 5 plagues of reading. Each text has been linked to a particular writing style to ensure children have experience of writing for a range of purposes. Year groups follow a progression of SPaG skills, taught in explicit SPaG lessons, with opportunities for pupil’s to embed and apply these skills within English units.

Handwriting

Each child is to develop a handwriting style which is clear, fluent, joined, legible and individual. Formal handwriting is taught through the ‘Penpals for Handwriting’ scheme. This scheme takes a holistic view of teaching handwriting, developing both a child’s key strengths (gross & fine motor skills) and key abilities (knowledge) from Foundation Stage through to the end of Key Stage 2. It acknowledges that handwriting is a developmental process with its own distinctive stages of sequential growth.

Teachers and support staff will act as a model when writing on the board or marking work, using a fluent joined style with accurate letter formation, as appropriate to the pupils’ level of development.

Attention to posture and seating arrangements is important. Pupils who write with their left hand face particular difficulties. Teachers ensure that left handed pupils sit either next to other left handed pupils or on the left side of a right handed pupil to avoid bumping arms or smudging work.

Children in EYFS and KS1 use a pencil to mark-make in the majority of circumstances, particularly directed handwriting tasks. In reception, Year 1 and Year 2, a variety of resources are also utilised to encourage the development of fine motor control, which is essential for good handwriting. These include playdough, cutting, threading and tracing. In year 3, children are progressively introduced to handwriting pens, when ready. By the end of year 4, all children should be writing in pen.

Cross-curricular opportunities are used to provide real purposes for using handwriting skills. The motor skills necessary for handwriting will also be developed in Art, D&T and PE.

Assessment

Teacher’s assess children’s writing using the year group’s ‘Writing Checklist’. The document allows teachers to track pupils’ writing progress across the year. The targets within the framework outline whether children are working towards (WTS), working at (EXS) or working above (GDS) the expected standard in each year group. Through doing this, it identifies the pupil’s that may require further support across the components of writing. At the end of each writing unit, all pupils will be provided with a feedback slip. This will provide an opportunity for pupils and teachers to check whether or not they have met specific success criteria. Teachers will provide a ‘next step’ comment, which the pupils are encouraged to reflect upon before they begin their next piece of independent writing. This can then be planned for and addressed during interventions or as a target group during the following unit.

Please see further information about the Secondary English curriculum on the links below:

English-Curriculum-Intent-25-26.pdf

English-Learning-Journey-25-26-KS3.pdf

A360-English-5-year-curriculum-map-25-26.pdf