Our English Curriculum
Our English Curriculum
Reading in Our School
Reading in Our School
Phonics in our School
Writing in our school

English Policies

English Policies 




Help for Parents 







Our Wonderful Writing Wall
Example of a English Learning Wall



Statements of Intent for our English Curriculum:


Phonics in our school:



Phonics is the process that is used to help children break down words into sounds, as well as building letter and word recognition. This can then enable children to use unknown words in the future. Children learn to segment words to support their spelling ability and blend sounds to read the words. At St. Clement’s, we value reading as a key life skill, and we are dedicated to enabling our pupils to become lifelong readers.


Reading in our school:



At St.Clement’s, we value reading as a key life skill and we are committed to enabling our pupils to become lifelong readers. We believe reading is key for academic success and so to ensure we have a consistent and motivating approach to the teaching of reading, we implement the following:


  • From Reception to year 6, children take part in focussed Guided Reading lessons, where children are exposed to a range of different text types and authors and will work on developing specific reading skills linked to the Reading Gems (the reading assessment focuses/domains).
  • Children who are not yet ‘free readers’, will work through our school reading scheme – these are levelled books which match the children’s current reading age. We expect family at home to read these books with their child daily and make comments in their child’s reading record.
  • Shared reads are an essential part of our curriculum, where teachers read aloud to their students and model the reading process/strategies. Pupils are encouraged to track the text that is being read aloud and may repeat or chorus parts of the text. Teachers will chose books that have the potential for teaching new vocabulary, language and sentence structures or to expose them to a specific author’s style. Although the chosen text may be difficult for some pupils to access, they may have strong comprehensions, high-inference skills they can develop further by being read to by a teacher. Provision may be also be put in place, so these pupils can access the text e.g. a pre teach, exploring the vocab before a session, but we feel exposure to more challenging texts can have an impact on pupils’ reading skills.
  • Through exposing pupils to a range of genres, reading opportunities and different authors we strive to improve pupils understanding and use of vocabulary an area we have identified as needing to be at the forefront of our teaching and learning.
  • We want to develop children’s understanding that author’s word choices are carefully thought out, and during sessions the intent and impact of authors’ word choices will be analysed and discussed, which supports with the our approach to the teaching of writing and supporting our own pupils to become successful authors.
  • Each class has their own reading area, with a selection of books suitable for their reading age. Pupils can choose a reading book to take home and this can be changed when the child has finished with it. Parent/carers or pupils record what they are reading in their home reading records. At times, we direct pupils what to read, but we do want pupils to develop a love for reading and so we believe they should read what appeals to them/interests and inspires them. Reading areas also provide recommended texts, extracts, books to entice pupils to read; selected challenge books to challenge pupils and picture books – as we believe picture books in all year groups are an extremely powerful resource to engage pupils to read and develop their reading skills further.
  • We are determined to develop a rich reading environment for our pupils, and are trying to set up reading opportunities throughout the school e.g. under the reading tree in the entrance hall, the garden library, and also outdoors – e.g the reading shed, which is run by selected pupils, who are loyal, motivated reading leaders.
  • We have invested in using Oxford Reading Buddy to promote reading further in school and at home. It is a digital reading service that supports a child’s personal reading journey, motivates them to succeed, and provides teachers with valuable insights into their attainment and development.
  • Children are read to by their class teacher – this may be a class novel, or an extract the teacher would like to share with their class. This could be a book that the teacher recommends to the class or a recommendation from a child.
  • Children have the opportunity to take part in ‘Reading Buddies’, in which children mix with other children from different year groups and share a book together.
  • Pupils may be sent home extracts, texts and books as part of their Guided Read session.
  • Children who are not yet ‘free readers’, will work through our school reading scheme – these are levelled books which match the children’s current reading age. We expect family at home to read these books with their child daily and make comments in their child’s reading record.
  • We have a resident author ‘Matt Goodfellow’, who inspires our pupils to develop a love for poetry and reading!

By the time children leave our school we strive to ensure they are competent readers, have an improved understanding and use of vocabulary. We want our pupils to have developed a love for reading and a thirst for reading a range of genres including poetry. We want our pupils to recommend books to others, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader, but also realise they are aspiring authors themselves.


Writing in our school:



At St.Clement’s we believe that a quality Literacy (English) curriculum should develop children’s love of reading, writing and discussion. Our Literacy lessons develop pupils’ speaking and listening and discussion skills, vocabulary and reading and their understanding of the purpose and impact of the writing skills and grammar they are being exposed to and taught. Through providing our pupils with stimulating lessons, where hooks such as outdoor learning, school trips, books, film clips, art work, sound effects, speaking and listening activities, visitors, discussion opportunities, Philosophy for children (P4C) sessions, links to other subjects, provide the drive, inspiration and motivation for our writing. We want our pupils to understand developing their speaking and listening and discussion skills, their reading skills will help them become confident writers and most importantly we want children to be motivated writers and be see themselves as authors. We want our pupils to be inspired by authors and learn from authors and explore using different author’s styles. Throughout the year pupils will be exposed to a range of genres of writing and develop an understanding of the purpose of these genres and that all writing has an intended impact. Through our agreed ‘Literacy Learning Journeys’ we develop pupils writing skills throughout the 3 phases – as we believe it is essential pupils understand the process of writing that all authors have to invest in. We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum and enables are pupils to:


  • have the ability to write with fluency and have an author’s voice;
  • to think about and be certain of the impact they want their writing to have on the reader and knows how to achieve this;
  • Makes apt choices for vocabulary, so it has the right intent and impact. (Write Stuff approach)
  • Use a range of writing techniques to extend details or description;
  • Be able to structure and organise their writing to suit the genre they are writing and include a variety of sentence structures;
  • Apply their hand writing skills to ensure their writing is well presented in their final drafts
  • Apply taught spelling patterns and attempt to spell more challenging words.
  • Re-read their writing, proof read and edit and improve their writing to ensure it is the best piece of writing it can possibly be.
  • To apply writing skills they are exposed to and taught across the curriculum at their best standard across the curriculum.
  • Celebrate being published authors and creating their own Wonderful Writing Books to share their best writing extracts/pieces.


We believe that a secure basis in literacy skills is crucial to a high-quality education and we believe our English curriculum will provide our pupils with the tools they need to participate fully as a member of society, provide them with the foundations and tools to access future learning, fulfil future aspirations.



Please see below some images of English across our school: