"A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them."

National Curriculum for English, Department for Education (DfE)

Intent

At Wessex Gardens, we believe that every child’s language skills are vital to their achievement, and we are committed to building on their existing linguistic knowledge to ensure high success in both communication and literacy. Our aim is to equip children with the skills they need to communicate effectively in a variety of ways, whether through speaking, listening, reading, or writing. We value the multifaceted nature of communication, recognising that body language, gesture, and verbal expression all play significant roles in how we connect with others.

We are dedicated to providing a rich and varied English curriculum that nurtures the development of both speaking and literacy skills. Our teaching encourages creativity and excitement through role-play, drama, and exploratory activities, making language learning an engaging and dynamic experience. 

Our reading curriculum aims to foster a lifelong love of reading, encouraging children to explore and enjoy a wide variety of texts. We aim for pupils to develop not only their ability to read fluently but also the critical thinking skills necessary to appreciate and engage deeply with literature.

In writing, we strive to ensure that children are given the opportunity to write for a range of purposes, developing both technical proficiency and creativity. Our curriculum allows pupils to experience different writing styles and genres, using writing as a tool for communication and self-expression.

By the end of their time at Wessex Gardens, we want our pupils to be confident communicators, discerning readers, and skilled writers who can effectively use language to navigate the world around them.

Implementation

The English curriculum at Wessex Gardens is implemented through a carefully structured, yet flexible approach that balances the development of reading, writing, speaking, and listening. We ensure that learning is personalised, engaging, and connected across subjects, offering a range of opportunities for pupils to practise and develop their language skills.

Speaking and Listening:

• Speaking and listening are embedded into all areas of learning, allowing pupils to express ideas clearly and engage with others. Drama and role-play are used to allow children to explore language in exciting ways, helping to prepare them for writing tasks.
• Pupils participate in activities such as debates, discussions, and group work, where they are encouraged to share ideas and listen to others respectfully. These activities help pupils develop confidence in their ability to communicate clearly in a variety of situations.

Reading:

• Reading is central to our English curriculum, and every child reads or is read to every day. We use Bug club phonics as a foundation for early reading, alongside guided and independent reading activities.
• A wide range of high-quality texts is selected to inspire a love of reading. These texts are carefully chosen to support both the development of reading fluency and the acquisition of new vocabulary. Pupils also explore a variety of genres, from fiction to non-fiction, developing their critical thinking skills as they discuss and analyse texts.
• Guided reading sessions, lasting at least 20 minutes each day, focus on comprehension, inferences, and genre analysis. These sessions are linked to the high-quality texts being studied in the main English lesson.
• We encourage children to read at home regularly to support fluency and stamina, as we know that home reading boosts overall reading enjoyment and academic success. Our partnership with parents and carers helps to foster a supportive environment for reading both in school and at home.

Writing:

• Writing is taught for a variety of purposes, including narrative, descriptive, persuasive, and non-fiction writing. Each week, pupils focus on writing a different type of text, giving them plenty of practice in applying their learning to different writing styles.
• Writing lessons are structured to include explicit instruction in spelling, punctuation, and grammar (SPaG), with these elements integrated into writing tasks. Pupils are taught to understand how grammatical features, such as verbs or adjectives, can enhance their writing.
• Teachers use high-quality literature to inspire pupils’ writing, with texts from authors such as Michael Murpugo, Shaun Tan, and Charles Dickens used to model writing styles and techniques.
• The writing process is taught as a cycle, where pupils draft, revise, and edit their work. This iterative process helps pupils to improve their writing, paying attention to detail and developing their personal style.

Spelling, Punctuation, and Grammar (SPaG):

• At Wessex Gardens, we use the No Nonsense Spelling programme to support spelling instruction. This comprehensive guide helps pupils understand spelling patterns, rules, and the meanings of words.
• Pupils are provided with common exception word lists, known as "tricky words," which they are expected to master by the end of the year. This ensures that pupils develop a solid understanding of spelling in both their writing and reading.
• SPaG is taught both discretely and through contextual application in writing. Each lesson starts with a SPaG focus, which is linked to the writing task of the day. This ensures that pupils understand how to apply their learning to their own work.
• Teachers use a combination of direct teaching and independent practice to help pupils master the technical aspects of writing. SPaG lessons focus on sentence structure, punctuation, and word choice, helping pupils become more effective and precise writers.

Handwriting:

• We use the Nelson Handwriting scheme at Wessex Gardens, ensuring that all children develop a neat, legible, and consistent handwriting style. Handwriting is taught regularly, and pupils are encouraged to practise their handwriting both at school and at home.
• By Year 1, children should be able to sit correctly at a table, hold a pencil comfortably, and form lowercase letters correctly, starting and finishing in the right place. They also learn to form capital letters and digits 0-9.
• By Year 3, pupils are expected to use diagonal and horizontal strokes to join letters and ensure their handwriting is legible, consistent, and well-spaced, with attention to the quality of the writing. This progression allows for fluid and clear writing across all subjects.

Non-Fiction and Cross-Curricular Reading:

• Non-fiction reading is regularly incorporated into lessons across the curriculum. Children are taught to analyse and interpret a range of non-fiction texts, including textbooks and articles related to subjects such as history, geography, and science.
• By linking reading to other subjects, pupils understand that reading is a skill that supports learning in many different areas. They practise identifying key information, summarising content, and exploring themes, all of which help to enhance their overall comprehension skills.

Curriculum Structure:

• The English curriculum is structured around blocks of learning, each focused on specific genres or aspects of language. These units of work cover narrative, non-fiction, and poetry, ensuring that children develop a broad understanding of different text types.
• The curriculum is designed to support progression, with each unit building on previous learning. This ensures that skills and knowledge are developed consistently throughout the year and across different year groups.
• Teachers plan lessons using clear learning objectives, with differentiated activities that provide appropriate support for all learners. Assessment is used regularly to track progress and identify areas for improvement.

Guided Reading and Independent Reading:

• Guided reading sessions occur daily, with pupils working in small groups on a variety of comprehension activities. These activities are designed to develop critical reading skills, such as inference, prediction, and summarising.
• Independent reading is encouraged, and pupils are given opportunities to select their own books for pleasure. The school library and classroom book corners are stocked with a wide range of books to inspire children and support their independent reading.

Impact

The impact of our reading curriculum at Wessex Gardens is evident in the following outcomes:

Confident and Fluent Readers:

• Pupils read with fluency, accuracy, and expression, enabling them to access all areas of learning.
• They develop strong comprehension skills, allowing them to analyse and discuss texts effectively.
• A love for reading is nurtured, encouraging independent reading both in school and at home.

Critical Thinkers and Engaged Learners:

• The VIPERS framework ensures pupils can infer, predict, retrieve, and summarise information confidently.
• Exposure to a variety of texts builds cultural awareness and broadens pupils’ perspectives.
• Reading across subjects supports learning in history, geography, science, and beyond.

Improved Academic Outcomes:

• Pupils achieve well in national assessments, including the Phonics Screening Check and KS1/KS2 SATs.
• Targeted interventions ensure that all pupils make progress, including those who need additional support.

Strong Home-School Reading Culture:

• Parents are actively involved in their child's reading journey through workshops, guidance, and access to resources.
• Regular home reading strengthens fluency, stamina, and confidence.

Through our structured and engaging approach to reading, we ensure that every child at Wessex Gardens becomes a confident, enthusiastic, and capable reader, fully prepared for their future learning and success.