English lead – Mrs Lukins

Spelling – Mrs Sykes

Reading and Phonics – Mrs Phillips

Writing – Miss Whitwham

 

“It is our choices, Harry, that show us who we truly are, far more than our abilities.” – Harry Potter and the Chamber of Secrets by J.K. Rowling

Reading

Intent

Our intent for the teaching of reading is to develop confident, fluent and enthusiastic readers who demonstrate a lifelong appreciation of literature. Early reading is taught through Unlocking Letters and Sound scheme with reading books carefully matched to each child’s phonics phase to promote accuracy, confidence and fluency. As pupils progress into Years 2 and 3, they transition to the Accelerated Reader programme to further develop comprehension skills and independence.

In Key Stage 2, pupils are assigned a reading level through Accelerated Reader, informed by regular assessments linked to their reading age. This ensures that texts are appropriately challenging and support continued progression. Through this structured approach and exposure to high-quality texts, pupils develop strong comprehension skills, broaden their vocabulary and deepen their understanding of the world.

Implementation

Reading is implemented through a structured and progressive approach to ensure consistency and high-quality teaching across the school. In the early stages, pupils are taught through a systematic phonics programme, with reading books precisely matched to their phonics phase to support the development of accurate decoding, fluency and confidence. As pupils transition into Years 2 and 3, they move onto the Accelerated Reader programme, where they engage with a wide range of texts and begin to develop greater independence in their reading.

Throughout Key Stage 2, pupils are assigned reading levels through Accelerated Reader, based on regular assessments linked to their reading age, ensuring that texts provide appropriate challenge and support continued progress. Reading is taught through a combination of whole-class teaching, guided reading, and independent practice, alongside regular opportunities to develop comprehension skills such as retrieval, inference and prediction. High-quality texts are carefully selected to broaden pupils’ vocabulary, deepen their understanding and promote a love of reading.

Impact

Through our structured approach to reading, pupils develop into confident, fluent and independent readers. Children demonstrate secure decoding skills in the early stages and progressively build strong comprehension skills, including inference, retrieval and prediction. As they move through school, pupils show increasing confidence in selecting and understanding texts that are appropriately matched to their ability through the Accelerated Reader programme.

Regular assessment ensures that pupils make sustained progress, with reading ages improving over time and attainment in reading remaining strong. Pupils develop a broad vocabulary, a deeper understanding of a wide range of texts and a positive attitude towards reading. As a result, children leave our school as competent and enthusiastic readers, well-prepared for the next stage of their education.

Phonics

Unlocking Letters and Sounds

We are using Unlocking Letters and Sounds which was validated by the DfE in December 2021 starting in September 2022. We start teaching phonics in the first few weeks of term 1 in Reception and children make rapid progress in their reading journey. Children begin to learn the main sounds heard in the English Language and how they can be represented, as well as learning ‘Common Exception’ words for Phases 2, 3 and 4. They use these sounds to read and write simple words, captions and sentences. Children leave Reception being able to apply the phonemes taught within Phase 2, 3 and 4. 

In Year 1 through Phase 5a, b and c, they learn any alternative spellings and pronunciations for the graphemes and additional Common Exception Words. By the end of Year 1 children will have mastered using phonics to decode and blend when reading and segment when spelling. In Year 1 all children are screened using the national Phonics Screening Check. In Year 2, phonics continues to be revisited to ensure mastery of the phonetic code and any child who does not meet age related expectations will continue to receive support to close identified gaps. For further details please see the Unlocking Letters and Sounds progression. 

To ensure no child is left behind at any point in the progression, children are regularly assessed and supported to keep up through bespoke 1-1 interventions. These include GPC recognition and blending and segmenting interventions. The lowest attaining 20% of pupils are closely monitored to ensure these interventions have an impact. 

At Eastover we promote a 'phonics first' approach and in both our guided reading sessions at school and in the books children take home, texts are very closely matched to a child's current phonics knowledge so that every child can experience real success in their reading. 

In these crucial early stages of reading we will use books from different reading schemes linked to the Phase they are learning. Once children progress beyond decodable texts, they move onto our book scheme (coloured book bands) so that they can continue to progress in their decoding, fluency and comprehension skills to become avid, expert readers. 

Spelling

Intent

At our school, we recognise that accurate and confident spelling is essential for effective communication and successful writing across the curriculum. Through the Unlocking Spelling programme, we provide a structured and engaging approach that develops pupils’ understanding of spelling patterns, rules and word structures. Children learn how sounds link to letters, while also exploring morphology such as prefixes, suffixes and root words, enabling them to understand how words are formed rather than simply memorising them.

Implementation

Our carefully sequenced curriculum builds on prior knowledge, ensuring clear progression and long-term retention through regular practice and revisiting. We promote curiosity about language and encourage pupils to use a range of strategies to spell independently. Unlocking Spelling is inclusive and adaptable, supporting all learners to succeed. Our aim is for every child to leave our school with the skills and confidence to spell accurately and apply these skills across their learning.

Impact

At our school, spelling is taught through the Unlocking Spelling programme using a consistent and structured approach across all year groups. Lessons are carefully sequenced to build on prior knowledge, with a focus on specific spelling patterns, rules and word structures. Teaching includes modelling, guided practice and independent application, alongside strategies such as segmenting and identifying patterns. Regular revisiting, retrieval practice and low-stakes assessment support long-term retention, while teaching is adapted to meet the needs of all learners, ensuring pupils develop confidence and accuracy in spelling across the curriculum.

Through the consistent use of the Unlocking Spelling programme, pupils develop strong and secure spelling skills that are evident across all areas of the curriculum. They demonstrate increased accuracy, confidence and independence in their writing, applying taught spelling patterns, rules and strategies effectively. Over time, pupils retain and build upon their knowledge through regular retrieval and practice, leading to improved outcomes. As a result, children leave our school as competent and confident spellers, equipped with the skills needed to communicate clearly and succeed in the next stage of their education.

Grammar

Intent
 At Eastover, our intent is to develop confident, articulate writers who can communicate effectively for a range of purposes and audiences. We believe that grammar is best understood in context; therefore, grammar at Eastover is taught through writing, allowing pupils to see how language choices shape meaning. Our curriculum is carefully sequenced to build on prior knowledge, enabling children to apply grammatical skills naturally within their own compositions. We aim to inspire a love of writing while ensuring that pupils gain the knowledge and tools needed to write with accuracy, creativity and independence.

Implementation
 Writing is taught through a structured, yet engaging approach that integrates grammar, punctuation and vocabulary into meaningful writing opportunities. Teachers model high-quality writing, explicitly demonstrating how to apply grammatical features within different genres. Pupils are given regular opportunities to plan, draft, edit and publish their work, with grammar instruction woven into each stage of the writing process. Through shared writing, guided practice and independent application, children learn to make deliberate language choices. Feedback is purposeful and targeted, helping pupils to refine their writing and deepen their understanding of grammar in context.

Impact
 As a result, pupils at Eastover become increasingly confident writers who can effectively adapt their language to suit different purposes. Their understanding of grammar is secure because it is embedded within authentic writing tasks, leading to improved accuracy and fluency. Work in books demonstrates clear progression, with pupils independently applying grammatical knowledge to enhance clarity and impact. By the time they leave Eastover, children are well-prepared for the next stage of their education, equipped with the skills to write thoughtfully, creatively and with technical accuracy.

Writing

Intent

At Eastover Primary School, we believe that writing is a fundamental life skill that enables children to communicate, create and express themselves with confidence. Through our writing curriculum, which is based on the National Curriculum and delivered through the Literacy Tree, Writing Roots programme, pupils are immersed in high-quality, diverse texts that inspire and motivate them to write for a range of purposes and audiences. We aim to develop confident, independent writers who can plan, draft, edit and evaluate their work, apply accurate grammar, punctuation and spelling, and use ambitious vocabulary to communicate effectively across the curriculum and beyond.

Implementation

At Eastover Primary School, our intent is to develop confident, creative and independent writers who can communicate effectively for a range of purposes and audiences. Through the National Curriculum and the Literacy Tree Writing Roots programme, pupils engage with high-quality texts that inspire a love of writing while developing the skills, knowledge and vocabulary needed to write with accuracy, fluency and confidence. We place a strong emphasis on oracy, providing opportunities for pupils to discuss, rehearse and articulate their ideas before writing, enabling them to become effective communicators across the curriculum and in the wider world.

Impact

The impact of our writing curriculum is that pupils leave Eastover Primary School as confident, articulate and enthusiastic writers who can communicate effectively for a range of purposes and audiences. Through exposure to high-quality texts, purposeful writing opportunities and a strong focus on oracy, children develop a rich vocabulary, secure writing skills and the ability to independently plan, draft, edit and improve their work. Pupils make good progress from their starting points and are well prepared for the next stage of their education and life beyond school.

 

Please find a link here for the Key stage 1 and Key stage 2 national curriculum. 

National curriculum in England: English programmes of study - GOV.UK