To see progression in writing skills, click here.
To see details of our English curriculum, click here.

To see our reading curriculum & for more information about reading/phonics at Front Street, click here.
To see progression in reading comprehension skills, click here.

For details of our phonics scheme, click here.

Subject Intent

At Front Street Primary School, English and the teaching of English is the foundation of our curriculum. Our main aim is to ensure every single child becomes primary literate and progresses in the areas of reading, writing, speaking and listening. English at Front Street will not only be a daily discrete lesson but is pivotal to the entire curriculum.  It is embedded within all our lessons and we strive for a high level of English for all. Using high-quality texts, immersing children in vocabulary rich learning environments and ensuring curriculum expectations and the progression of skills are met. The children at Front Street are exposed to a language heavy, creative and continuous English curriculum which will not only enable them to become primary literate but will also develop a love of reading, creative writing and purposeful speaking and listening. As with all of our subjects, our whole school curriculum drivers are integral to our English curriculum (see below for how these look in this subject).  At Front Street, our vision is for the passion of quality literature to drive our English curriculum and for children to learn new skills in an engaging and purposeful way. All of our English planning is underpinned by the National Curriculum.

Ambitious	Ambition is about instilling the desire and determination to achieve great things. Children know that English skills are pivotal to their future success. Our children are made aware of writers, past and present; highlighting to them the potential career path that English skills can lead to.
Progressive	English skills are built on year-upon-year. Children make progress in English from their starting point. Children learn and have the opportunity to apply new skills.
Independent	Children are given the opportunity to work independently in all lessons but this is part of a structure that follows the teacher modelling, then working together before an independent task is given. They can work in a range of contexts and children are not reliant on each other.
Inclusive	At Front Street we have high expectations for everyone. Children have a safe environment where they feel included and respected; together we Believe, Achieve and Succeed in English. Our lessons ensure equity for all.
Relevant	English is meaningful and learning is made purposeful through carefully crafted lessons. All tasks are relevant and wherever possible relate to current issues.
Resilience	Front Street pupils have a growth mindset. English can be challenging and often requires perseverance. Our children understand that they may not always get things right but learning from their mistakes will help to improve their learning in the long run. They do not give up.
Ready	Our pupils are taught age-related content. Our English curriculum is coherent and progressive. Children master their own year-group content to be ready for the next phase in the academic journey.

Implementation

English is the bedrock of a valuable education at Front Street. Developing a love of reading and exposure to rich vocabulary is essential for all learners. The use of high-quality texts ensures that children develop their reading skills but also learn to look critically and begin to understand authorial techniques. It is our aim that children leave Front Street being proficient, accurate and fluent readers. We follow the Read Write Inc approach to teaching Phonics and Reading. Our approach is systematic, consistent and rigorous in order that all children become readers as quickly as possible. At Front Street, we teach English so that: children write in a range of genres with a sense of audience and an understanding of purpose. The writing process is robust and shows clear progression for all children. Each year group is taught the explicit grammar, punctuation and spelling objectives required for that age group.  Writing is taught using a range of quality texts, which exposes the children to inference, high-level vocabulary, a range of punctuation and characterisation.  Each text is purposefully selected to promote a love of reading, engagement and high-quality writing from each child.

Early writing is taught through mark making, then when the children begin RWI phonics, they are taught the correct letter formations. This begins with writing cvc words, moving onto short sentences using the sounds they have been taught. EYFS children are encouraged to write independently during continuous provision. We use the same phonics program across the school providing continuity and a vehicle for guaranteed progression. RWI sessions take place daily. Pupils are split into ability groups enabling them to be taught according to their phonic knowledge. Teaching is very precise and tailored to the needs of each child.

As well as teaching the objectives, teachers embed the skills throughout the year in cross-curricular writing opportunities and ensure that children achieve the objectives at the expected level. All year groups use the same format for assessing writing which have been produced by the LA.

Impact

The impact on our children is clear: progress, sustained learning and transferrable skills.  With the implementation of texts chosen to ignite a creative writing journey and this approach being adopted in both key stages, children become confident writers and by the time they are in Upper Key Stage 2, most genres of writing are familiar to them and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills. This ensures that our Year 6 children have all the necessary skills to be secondary ready.

Skills taught in the English lessons are transferred into other subjects; this shows consolidation and a deeper understanding of how and when to use specific grammar and punctuation objectives.  Our aim is that as children move on from Front Street to further their education, not only have they developed reading and writing skills for life but their creativity, passion for English and high aspirations travels with them and continues to grow.

SEND and Inclusion: 

Our firm belief is that all children can and will succeed in English.  Our English curriculum is fully inclusive and supports ranging needs and cultural diversity. We adapt the curriculum content and resource appropriately, to enable all children to make progress. Our English curriculum is inclusive: we have high aspirations for all, including children with SEND. ALL pupils will be supported to access age-appropriate content within the English curriculum – this could be through in – class support, the use of resources and through intervention. Teachers plan lessons which consider ways of minimising or reducing barriers so that all pupils can fully participate and learn. In some activities modifications or adjustments are made to include everyone. Our learning environment is calm and follows a daily timetable which is reflected in the visual timetable. Sensory support aids are offered so that children remain calm and can take part in the lesson. Visual resources, such  are non-cluttered to avoid cognitive overload. Key vocabulary is made visible on word walls for children to refer to and additional picture stimuli is used to help make links to new vocabulary. The aim is to scaffold ALL pupils (including those identified with SEND) towards independence, not dependence. Where there are cases when pupils are working significantly below their year group content, such pupils will be given a bespoke curriculum, based upon their needs (as identified on their learning plan or EHCP). We work in compliance with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 to ensure our curriculum is accessible for pupils with SEND.