English at Stondon Lower School
Reading
Intent:
At Stondon Lower School, our rationale for the way the reading curriculum has been developed is for all children to become confident readers in order for them to reach age related expectations or make good progress from their starting point. As well as this, we want children to develop a love of books, reading and listening to texts for information and pleasure on a regular basis.
We want all children to rapidly acquire a secure and sequential knowledge of graphemes and phonemes and make sustained progress in learning to read with increasing fluency. We want children to develop their skills and understanding in a systematic and enjoyable way.
In addition to their phonics knowledge, we want the children to develop good reading comprehension skills. Children will experience a wide range of different texts. They will be given the opportunity to engage with multicultural books from a variety of backgrounds, authors and countries. Our aim is also for pupils to be exposed to an increasingly wider and challenging vocabulary across all subjects to develop their comprehension and their linguistic knowledge.
Implementation
Beginning as soon as children start school, we aim to develop children’s phonological knowledge. In phonics, each year group builds upon the knowledge and skills learnt in the previous phase/ year and by knowing what comes next, we are able to move their learning on and ensure they make good progress so they are ready for the next stage in their education.
To support the teaching of early reading, we use Essential Letters and Sounds across reception and KS1. We also supplement this with additional resources such as Phonics Play and Jolly phonics. Phonics is taught daily in class from Rep to Year 2. This includes a mixture of new learning and building on revision of existing knowledge.
During their time at Stondon Lower, children have access to our colour book banded system which includes books that complement our teaching of phonics for our early readers. Reading books reflect the phase of phonics that children are being taught and are more finely matched where the need is greatest. In KS2 where children are still securing their phonological knowledge, additional catch up books are used.
Reading is taught in a variety of ways including: whole class reading and group reading. We teach reading skills through our text based English programme, Literacy Tree. With this approach, children develop their comprehension skills, independence, a love of wider reading and exposure to rich vocabulary.
Teachers and teaching assistants also read to children for pleasure, to excite and engage and to expose them to a range of genres beyond that at which the children can read independently. 1-1 reading with volunteers is well established in the school to support practice and fluency.
Reading is celebrated weekly in one of our assemblies where results of our Reading Challenge are shared. Throughout the year, Children are given opportunities to read aloud to an audience.
In addition, enrichment activities are celebrated such as World Book Day and through a range of experiences such as our Christmas plays and author visits which enhance and enrich the children’s learning and enjoyment of reading.
Impact
As a result of the way we implement phonics, our children have consistently achieved National or above national in the Year 1 Phonics Screening Test. As well as this, their reading comprehension and their love for reading is strong and children are prepared for the next stage of their education. Regular assessment ensures children are making good progress and identifies those children who are at risk, enabling teachers to intervene, to review and evaluate the effectiveness of our reading curriculum
Writing
Intent
Through the ESSENTIALWRITING curriculum, our aim is to foster motivated, confident, and skilled writers who can communicate effectively for varied purposes and audiences. Specifically, we seek to:
- Inspire children with high-quality, diverse, and inclusive literature that demonstrates the craft of writing.
- Provide children with high-quality teaching, clear models, and purposeful scaffolds that help them understand how writing works and make effective choices.
- Develop children’s technical mastery of language, including grammar, vocabulary, spelling, and compositional structures, matched to the National Curriculum.
- Empower children to be purposeful and independent writers, producing high-quality written outcomes.
- Build progression in language knowledge, ensuring children can confidently apply grammar and vocabulary across spoken language, reading, and writing.
Implementation
The ESSENTIALWRITING curriculum is delivered through a structured and evidence-based approach to teaching writing. Writing units are designed to be progressive, with each year building upon and revisiting key grammar, spelling, and compositional skills, all aligned with the National Curriculum's writing programme of study. High-quality and inclusive texts form the core of each unit, inspiring creativity and engagement while reflecting varied cultural representations and contexts. These texts enable children to explore and adopt effective writing techniques tailored to specific purposes and audiences.
The curriculum emphasises explicit teaching of the writing craft, with teachers demonstrating and modelling the features of effective writing. Annotated teacher models highlight compositional elements and grammatical features appropriate for the expected age-related outcomes, ensuring clarity in teaching and learning expectations. Lessons incorporate a variety of scaffolds, such as visual, verbal, and written resources, to support learners in their development. Oral rehearsal and model examples help children articulate their ideas before writing and structure ideas and sentences.
Learning is designed to be purposeful and cumulative, with each step building progressively towards consolidating children's awareness of writing conventions and writing abilities. The curriculum also prioritises collaborative and independent writing opportunities, supported by peer engagement and carefully sequenced teaching practices. Teachers guide children in understanding and replicating effective writing features across genres.
This approach ensures that all children, regardless of ability, have access to tailored support and enriching challenges. Through clear modelling, scaffolding, and practice, children are empowered to master the craft of writing while understanding how to write for different purposes and audiences effectively.
Handwriting is taught as an essential component of our writing curriculum, underpinned by the principles of strong foundations and purposeful progression. We use Letter-Join to teach high-quality, systematic handwriting that supports children in developing fluency, consistency, and legibility. Handwriting lessons are taught explicitly and regularly, with opportunities for application woven throughout writing units. This ensures children can confidently transfer their handwriting skills into independent writing tasks. By building secure motor patterns and reinforcing correct letter formation, spacing, and joins, we enable children to write with ease and efficiency, freeing cognitive space for composition and creativity.
Spelling is taught explicitly and systematically to ensure children develop a secure understanding of word structure, patterns, and rules. Within the ESSENTIALWRITING curriculum, opportunities to apply spelling knowledge are embedded throughout writing units, allowing children to practise and consolidate their learning in meaningful contexts. This dual approach of explicit teaching alongside purposeful application supports children in becoming confident, accurate spellers who can make informed choices in their independent writing.
Impact
The impact of our writing curriculum is reflected in the progression children make as they learn to write confidently for a range of purposes and audiences. Through consistent exposure to high-quality teaching, clear models, and diverse literature, children are empowered to make independent authorial decisions and apply learned techniques in their compositions. As a result, they produce creative and technically accurate writing that reflects the high standards and expectations of the curriculum. This strong foundation equips them with the skills, confidence, and versatility needed to succeed in the next stage of their education and beyond.