Intent

English is a core priority at Staunton‑on‑Wye Primary School and underpins learning across the curriculum. Our ambition is for all pupils, regardless of starting point, to leave the school as fluent readers, confident writers and articulate speakers who enjoy reading and can communicate effectively. The curriculum is inclusive, carefully sequenced and aligned with the National Curriculum, ensuring pupils are well prepared for the next stage of their education.

Implementation

Curriculum Design and Sequencing

• The English curriculum is well structured and progressive from Reception to Year 6.
• Knowledge and skills in reading, writing, speaking and listening build systematically on prior learning.
• Literacy is taught both discretely and through meaningful cross‑curricular and ECO links, giving learning purpose and relevance.
• Vocabulary development is a key focus across all subjects.

Reading

• Early reading is prioritised through a consistent, systematic phonics programme from Reception to the end of Key Stage 1.
• Phonics is taught using the Little Wandle programme, with reading books closely matched to pupils’ phonics knowledge to ensure successful application of decoding skills.
• Daily guided reading sessions are delivered using Collins ‘The Big Cat’ scheme throughout the school to develop fluency, comprehension and understanding.
• Reading for pleasure is actively promoted through high‑quality class texts, author studies, World Book Day and enrichment activities.

Writing

• Writing is taught through Literacy Tree, using high‑quality model texts, often linked to foundation subject learning.
• Grammar is taught using Emile, with punctuation and spelling taught explicitly and progressively in line with year‑group expectations.
• Handwriting is taught via Little Wandle for years R-2 and via Collin Happy handwriting in years 3-6.
• Teachers model high expectations and support pupils in applying skills accurately and creatively.

Assessment and Inclusion

• Ongoing formative assessment informs teaching and ensures misconceptions are identified and addressed promptly.
• Feedback is clear and purposeful, supporting pupils to improve the quality of their writing.
• Pupils with SEND and those requiring additional support receive timely intervention and appropriate scaffolding, enabling them to access the full curriculum.

Impact

• Pupils read confidently and with increasing fluency, demonstrating secure comprehension skills.
• Writing shows clear progression in accuracy, structure and ambition.
• Pupils talk enthusiastically about books and authors and demonstrate positive attitudes towards English.
• The majority of pupils achieve Age‑Related Expectations, with many achieving Greater Depth by the end of each key stage.
• Pupils leave Staunton‑on‑Wye Primary School well prepared for the demands of secondary education.