English, Reading and Writing

English is a core subject of the curriculum and is central to the wider curriculum and fundamental to every child’s learning both at school and in the world beyond. Children need to develop their use of language in order to learn and to play a full and active role as individuals in society. It is central as a medium of thought, learning and expression across the curriculum and also as a subject in its own right.

English across the curriculum

As a school we recognise that English skills should be regularly applied in every subject area and that, where appropriate, English teaching should be linked to work in other areas of the curriculum. The teaching of English, through access to quality texts is an important part of SMSC development. This is taken into account through medium and short term planning where links with other subjects are made evident.

National Curriculum

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

The programmes of study for reading at key stages 1 and 2 consist of two dimensions:

  • word reading
  • comprehension (both listening and reading).

It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition. Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.. Writing and reading complement each other and feeds pupils’ imagination, opening up a treasure-house of wonder and joy for curious young minds.

Our Policy


Writing Intent

At SSPP, we want our children to be able to speak and write fluently in order to share their ideas and emotions with others. Across each year pupils will have opportunities to write fictions, non-fiction and poetry which allows them to develop their grammatical knowledge and apply their broadening vocabulary.

Pupils should read a wide range of texts for pleasure in order to develop culturally, emotionally, intellectually, socially and spiritually. This will then allow them to become curious and competent writers that can communicate confidently and effectively. Thus allowing them to become successful global citizens.

Characteristics of a Writer

  • The ability to write fluently and with interesting detail on a number of topics throughout the curriculum.
  • A vivid imagination which makes readers engage with and enjoy their writing.
  • A highly developed vocabulary and an excellent knowledge of writing techniques to extend details or description.
  • Well-organised and structured writing, which includes a variety of sentence structures.
  • A curiosity of language and word origins
  • Excellent transcription skills that ensure their writing is well presented and punctuated, spelled correctly and neat.
  • A love of writing and an appreciation of its educational, cultural and entertainment values

Writing Curriculum Explained

SSPP Whole school writing overview explained 2020-21

Reading Intent

Please watch this space coming soon

Reading Curriculum Explained

Please watch this space coming soon

What is expected for my child’s year group?

The new expectations for assessment are set out in the documents below. To be working at age-related expectations, we have agreed that all of the targets need to have been met by the child by the end of the school year, with the red underlined targets as especially important.


Year 1 NE writing Year 2 NE writing Year 3 NE writing Year 4 NE writing Year 5 NE writing Year 6 NE writing


Year 1 National Standards Reading Year 2 National Standards Reading Year 3 National Standards Reading Year 4 National Standards Reading Year 5 National Standards Reading Year 6 National Standards Reading

English with SMSC