Our English curriculum is ambitious, inclusive and carefully sequenced. It is designed to develop secure spoken-language, reading and writing knowledge from the Early Years Foundation Stage to Year 6.

The curriculum brings together three closely connected areas:

• spoken language;
• reading; and
• writing.

Each area has its own body of knowledge and teaching sequence, but they reinforce one another.

Strong spoken language supports vocabulary, comprehension and composition.

Secure word reading enables learners to access written language independently.

Wide reading builds knowledge, vocabulary and understanding of how texts work.

Writing enables learners to organise, refine and communicate their own ideas.

Curriculum Resources

St Luke’s uses carefully selected programmes and resources to support curriculum planning and teaching.

These include:

• Read Write Inc. to support systematic synthetic phonics and early reading;
• Literacy Tree to support text-led English planning and purposeful writing;
• PenPals to support the progressive teaching of handwriting; and
• carefully selected literature, poetry, non-fiction and curriculum texts.

These programmes and resources support the St Luke’s curriculum. They do not replace teachers’ professional judgement or the school’s responsibility for ensuring that knowledge is carefully sequenced, assessed and adapted.

Teachers review and adapt resources in response to:

• the National Curriculum;
• the Early Years Foundation Stage;
• statutory and non-statutory guidance;
• learners’ prior knowledge;
• assessment information;
• the needs of each cohort;
• safeguarding considerations;
• inclusion requirements;
• the school’s context; and
• the wider aims of the St Luke’s curriculum.

Spoken Language

Spoken language is deliberately developed throughout the school.

Learners are taught how to:

• listen attentively;
• follow and respond to instructions;
• learn and use new vocabulary;
• speak in increasingly complete and precise sentences;
• ask relevant questions;
• explain ideas;
• recount events;
• describe;
• reason;
• justify opinions;
• take part in discussion;
• build on the contributions of others;
• present information;
• perform;
• debate; and
• adapt speech for different audiences and purposes.

Teachers model high-quality spoken language and create structured opportunities for learners to rehearse ideas before reading or writing.

Spoken language is not left to incidental classroom conversation. Vocabulary, sentence construction, discussion and presentation are taught explicitly.

Early Reading and Phonics

Early reading is prioritised because secure decoding gives learners access to the wider curriculum.

St Luke’s uses Read Write Inc. to teach systematic synthetic phonics.

Learners are taught to:

• hear and distinguish sounds;
• connect phonemes with graphemes;
• blend sounds to read words;
• segment words for spelling;
• read decodable texts;
• build accuracy;
• develop automaticity; and
• read with increasing fluency.

Assessment is used to identify learners who require additional practice. Support is provided promptly so that learners are helped to keep up and catch up.

The detailed approach is explained on the separate Early Reading and Phonics page.

Reading

Our Reading curriculum develops learners as accurate, fluent, knowledgeable, thoughtful and enthusiastic readers.

Learners develop:

• decoding;
• automatic word recognition;
• fluency;
• prosody;
• vocabulary;
• background knowledge;
• comprehension;
• inference;
• summarising;
• prediction;
• retrieval;
• comparison;
• interpretation;
• evaluation;
• literary response; and
• reading for pleasure.

Learners are taught to read increasingly demanding fiction, poetry and non-fiction.

Reading is also developed across the curriculum. Learners are taught how to approach subject-specific texts, diagrams, explanations, instructions and sources of information.

The detailed approach is explained on the separate Reading page.

Writing

Our Writing curriculum develops both transcription and composition.

Learners are taught:

• handwriting;
• spelling;
• sentence construction;
• grammar;
• punctuation;
• vocabulary;
• text organisation;
• planning;
• drafting;
• revising;
• editing;
• proof-reading;
• audience;
• purpose; and
• authorial decision-making.

Writing is taught through high-quality models, explicit instruction, teacher demonstration, shared composition, guided practice and increasingly independent application.

Literacy Tree supports teachers in building rich writing sequences around carefully selected texts. Teachers also ensure that handwriting, spelling, sentence construction, grammar and composition are taught systematically rather than assumed to develop through exposure to literature alone.

The detailed approach is explained on the separate Writing page.

English Across the Curriculum

Learners use English in every subject.

Teachers support learners to:

• understand subject-specific vocabulary;
• read increasingly complex curriculum texts;
• explain their thinking;
• ask and answer questions;
• interpret evidence;
• write for appropriate disciplinary purposes; and
• communicate knowledge accurately.

Writing in Science, History or Geography is not treated simply as additional English practice. Learners are taught how communication works within each subject.

For example, learners may:

• explain a scientific process;
• construct a historical account;
• interpret a geographical pattern;
• justify a mathematical decision; or
• reflect on a religious or ethical question.

Inclusion and Ambition

Our English curriculum is ambitious for every learner.

Teachers adapt teaching so that learners can access important language and literacy knowledge without unnecessarily reducing expectations.

Support may include:

• explicit vocabulary teaching;
• additional phonics practice;
• carefully selected texts;
• repeated reading;
• oral rehearsal;
• visual support;
• sentence structures;
• additional modelling;
• guided practice;
• adapted recording;
• assistive technology;
• small-group teaching;
• targeted intervention; and
• additional time.

Learners who find reading or writing difficult continue to access rich stories, discussion and curriculum knowledge while receiving focused teaching to address specific gaps.

By the end of Year 6, learners should be able to communicate confidently, read increasingly complex texts with fluency and understanding, and write accurately and effectively for a range of purposes.

Our English curriculum develops several interconnected bodies of knowledge.

These should not be reduced to a general list of literacy skills. Learners need secure knowledge in each area in order to communicate, read and write successfully.

Spoken-Language Knowledge

Learners develop knowledge of:

• vocabulary;
• sentence structure;
• grammar;
• conversational conventions;
• attentive listening;
• turn-taking;
• questioning;
• explanation;
• narration;
• description;
• reasoning;
• discussion;
• presentation;
• performance; and
• adapting language for context and audience.

They learn how spoken language changes according to purpose.

For example, explaining a scientific process requires different language from recounting an experience, participating in a debate or performing a poem.

Phonological and Phonic Knowledge

Learners develop knowledge of:

• spoken sounds;
• phonemes;
• graphemes;
• sound–spelling correspondences;
• oral blending;
• decoding;
• segmenting;
• common exception words;
• word structures; and
• the alphabetic code.

This knowledge enables learners to read unfamiliar words and spell with increasing accuracy.

Word-Reading Knowledge

Word reading includes knowledge of:

• decoding;
• automatic recognition;
• morphology;
• syllables;
• common prefixes and suffixes;
• word families;
• exception words; and
• strategies for approaching unfamiliar vocabulary.

As decoding becomes more secure, learners develop automaticity so that attention can increasingly be directed towards meaning.

Fluency Knowledge

Fluency involves more than speed.

Learners develop knowledge of how to read with:

• accuracy;
• appropriate pace;
• automaticity;
• phrasing;
• attention to punctuation;
• expression;
• stress;
• rhythm; and
• prosody.

Fluent reading supports comprehension because learners can focus more fully on meaning.

Vocabulary Knowledge

Learners develop:

• breadth of vocabulary;
• depth of word knowledge;
• understanding of multiple meanings;
• knowledge of synonyms and antonyms;
• morphological knowledge;
• etymological awareness;
• figurative language;
• subject-specific vocabulary; and
• understanding of how word choice shapes meaning and tone.

Vocabulary is developed through conversation, direct teaching, reading, writing and the wider curriculum.

Reading-Comprehension Knowledge

Learners develop knowledge of how readers construct meaning using:

• vocabulary;
• background knowledge;
• text structure;
• syntax;
• cohesion;
• inference;
• retrieval;
• prediction;
• summarising;
• comparison;
• interpretation;
• monitoring understanding; and
• evaluating information or viewpoint.

Comprehension is not taught only through repeated exposure to generic question types.

Learners need secure decoding, fluency, vocabulary and relevant knowledge in order to understand increasingly complex texts.

Literary Knowledge

Learners develop knowledge of:

• stories;
• traditional tales;
• myths;
• legends;
• poetry;
• plays;
• literary language;
• narrative structure;
• character;
• setting;
• theme;
• viewpoint;
• genre;
• authors;
• poets;
• illustrators; and
• literary traditions.

A rich body of literary knowledge enables learners to make connections between texts and participate confidently in discussion.

Transcription Knowledge

Transcription includes the physical and technical processes involved in recording language.

Learners develop knowledge of:

• letter formation;
• posture and pencil grip;
• handwriting fluency;
• joins;
• spelling patterns;
• phoneme–grapheme correspondences;
• morphology;
• word families;
• common exception words;
• punctuation; and
• keyboard use where appropriate.

Secure transcription reduces the demands placed on working memory and allows learners to focus more fully on composition.

Sentence Knowledge

Learners develop knowledge of:

• sentence boundaries;
• clauses;
• phrases;
• word classes;
• subject and verb relationships;
• coordination;
• subordination;
• tense;
• agreement;
• punctuation;
• sentence variation; and
• how grammatical choices influence clarity, emphasis and style.

Grammar is taught as knowledge that supports meaningful communication rather than as a disconnected labelling exercise.

Composition Knowledge

Learners develop knowledge of how writers:

• generate ideas;
• select content;
• organise meaning;
• construct sentences;
• create cohesion;
• develop paragraphs;
• use detail;
• establish viewpoint;
• sustain tone;
• select vocabulary;
• structure texts;
• consider audience;
• fulfil a purpose;
• draft;
• revise;
• edit; and
• proof-read.

Learners are taught that composing and transcribing place different demands on the writer and may require different forms of support.

Text and Genre Knowledge

Learners develop knowledge of how different texts are organised and how writers make choices according to purpose and audience.

They encounter and create:

• narratives;
• descriptions;
• recounts;
• explanations;
• instructions;
• reports;
• arguments;
• discussions;
• speeches;
• letters;
• poetry;
• scripts; and
• digital or multimodal texts where appropriate.

Genre features are taught as flexible choices that serve meaning, not as rigid templates or writing recipes.

Our English curriculum is structured around recurring concepts that connect spoken language, reading and writing.

These concepts are introduced in age-appropriate ways and revisited with increasing depth and independence.

Communication

Language enables people to share ideas, feelings, knowledge and experience.

Learners understand that successful communication depends on:

• purpose;
• audience;
• clarity;
• vocabulary;
• organisation;
• tone;
• listening;
• response; and
• context.

Vocabulary

Vocabulary enables learners to understand and express increasingly complex ideas.

Learners develop:

• word knowledge;
• precision;
• range;
• awareness of context;
• understanding of morphology;
• understanding of multiple meanings;
• figurative language; and
• confidence in selecting words purposefully.

The Alphabetic Code

Written English represents spoken sounds through letters and groups of letters.

Learners develop secure knowledge of:

• phonemes;
• graphemes;
• blending;
• segmenting;
• alternative spellings;
• exception words; and
• the patterns and complexities of the English writing system.

Fluency

Fluency connects accurate word reading with comprehension.

Learners develop:

• accuracy;
• automaticity;
• pace;
• phrasing;
• expression;
• prosody; and
• stamina.

Fluency is also relevant to handwriting and spelling. When transcription becomes more automatic, learners can devote greater attention to composition.

Meaning

Readers and listeners construct meaning by combining language with knowledge and context.

Learners consider:

• literal meaning;
• implied meaning;
• vocabulary;
• syntax;
• context;
• inference;
• authorial choices;
• viewpoint; and
• prior knowledge.

Knowledge

Reading both depends on and develops knowledge.

Learners use what they already know to understand texts and acquire new knowledge through reading.

A broad curriculum therefore strengthens reading comprehension, while secure reading enables learners to access the broader curriculum.

Text Structure

Texts are organised in different ways according to purpose and audience.

Learners develop understanding of:

• sequence;
• chronology;
• paragraphs;
• cohesion;
• narrative structure;
• headings;
• sections;
• comparison;
• cause and effect;
• problem and resolution; and
• how information is arranged.

Audience

Speakers and writers make choices according to who will receive the communication.

Learners consider:

• what the audience already knows;
• what information the audience needs;
• appropriate vocabulary;
• formality;
• tone;
• explanation;
• organisation; and
• presentation.

Purpose

Communication may be intended to:

• inform;
• explain;
• describe;
• instruct;
• entertain;
• persuade;
• argue;
• reflect;
• question;
• record;
• celebrate; or
• imagine.

Learners understand that purpose influences content, structure and language choices.

Voice and Viewpoint

Texts and spoken communication present a particular voice or perspective.

Learners consider:

• who is speaking;
• who is telling the story;
• whose views are represented;
• how attitude is communicated;
• what may have been omitted;
• how reliability can be judged; and
• how different viewpoints may be expressed.

Sentence Construction

Sentences organise words and clauses to communicate meaning.

Learners develop control over:

• sentence boundaries;
• word order;
• clauses;
• coordination;
• subordination;
• tense;
• agreement;
• punctuation;
• sentence length; and
• sentence variation.

Cohesion

Cohesion connects ideas within and across sentences and paragraphs.

Learners use:

• pronouns;
• repetition;
• synonyms;
• conjunctions;
• adverbials;
• tense;
• paragraphing;
• reference; and
• thematic links.

Transcription

Transcription enables learners to record language accurately and fluently.

It includes:

• handwriting;
• spelling;
• punctuation;
• keyboarding where appropriate; and
• presentation.

Secure transcription supports more effective composition.

Composition

Composition is the process of developing and organising meaning.

Learners learn to:

• generate ideas;
• select content;
• organise information;
• construct sentences;
• create cohesion;
• develop detail;
• maintain viewpoint;
• choose vocabulary;
• shape a text; and
• consider impact.

Modelling and Imitation

Learners benefit from studying how effective speakers and writers communicate.

Teachers model:

• reading;
• thinking;
• sentence construction;
• vocabulary selection;
• planning;
• drafting;
• revising;
• editing; and
• proof-reading.

Learners may imitate effective patterns as part of the process of developing independence. Imitation should support understanding rather than lead to formulaic reproduction.

Revision and Editing

Effective writers revisit their work.

Learners are taught to distinguish between:

• revising ideas and organisation;
• editing vocabulary, grammar and punctuation; and
• proof-reading for transcription errors.

They learn that improvement involves making purposeful changes rather than simply copying work neatly.

Literature

Literature enables learners to encounter language, imagination and human experience.

Through stories, poetry and drama, learners explore:

• character;
• setting;
• conflict;
• relationships;
• identity;
• culture;
• morality;
• humour;
• loss;
• hope;
• belonging; and
• different ways of seeing the world.

Reading for Pleasure

Reading for pleasure involves choice, interest, access, identity and community.

Learners are supported to:

• encounter varied texts;
• discover preferences;
• choose books;
• talk about reading;
• hear adults read;
• share recommendations;
• participate in a reading community; and
• develop sustained reading habits.

Representation

English provides opportunities for learners to encounter a wide range of lives, voices, cultures and experiences.

Text selection should enable learners to:

• see aspects of themselves;
• encounter unfamiliar experiences;
• challenge stereotypes;
• develop empathy;
• understand different perspectives; and
• recognise the diversity of writers, speakers and communities.

Accuracy and Creativity

Accuracy and creativity are complementary.

Secure knowledge of spelling, grammar, punctuation and structure gives learners greater control over expression.

Creativity enables them to make original, purposeful and engaging choices.

The curriculum develops both.

Curriculum Implementation

Our English curriculum is implemented through carefully sequenced teaching in spoken language, early reading, reading and writing.

English is taught as a distinct subject and developed across the wider curriculum. Teachers ensure that learners receive explicit teaching of the knowledge they need rather than relying on incidental exposure alone.

St Luke’s uses:

• Read Write Inc. to support systematic synthetic phonics and early reading;
• Literacy Tree to support high-quality text-led English planning and purposeful writing;
• PenPals to support progressive handwriting; and
• carefully selected literature, poetry, non-fiction and curriculum texts.

These resources support the school’s curriculum but do not replace professional judgement. Teachers adapt planning and teaching in response to:

• prior knowledge;
• assessment;
• cohort needs;
• gaps in learning;
• SEND;
• language needs;
• safeguarding considerations;
• curriculum context; and
• the intended learning.

Spoken Language

Spoken language is taught deliberately across lessons.

Teachers create structured opportunities for learners to:

• listen;
• rehearse;
• discuss;
• explain;
• justify;
• question;
• present;
• perform; and
• respond to others.

Vocabulary and sentence structures are modelled explicitly. Learners are supported to move from informal responses towards increasingly precise and subject-appropriate communication.

Early Reading and Phonics

Systematic synthetic phonics is taught through Read Write Inc.

Teaching includes:

• direct instruction;
• daily practice;
• accurate modelling;
• blending;
• segmenting;
• decodable reading;
• assessment;
• regrouping;
• keep-up support; and
• catch-up provision.

Learners who are not yet secure in decoding continue to receive focused phonics teaching, including in Key Stage 2 where necessary.

The detailed approach is set out on the Early Reading and Phonics page.

Reading

Reading teaching includes:

• fluency;
• vocabulary;
• comprehension;
• discussion;
• literary knowledge;
• reading across the curriculum;
• independent reading; and
• reading for pleasure.

Teachers model fluent reading and explicitly teach learners how to understand increasingly complex texts.

The detailed approach is set out on the Reading page.

Writing

Writing is taught through explicit instruction, modelling, shared work, guided practice and independent application.

Teaching includes:

• oral composition;
• handwriting;
• spelling;
• sentence construction;
• grammar;
• punctuation;
• vocabulary;
• planning;
• drafting;
• revising;
• editing;
• proof-reading; and
• writing for audience and purpose.

The detailed approach is set out on the Writing page.

English Across the Curriculum

Teachers support learners to use language accurately in every subject.

This includes teaching learners how to:

• understand specialist vocabulary;
• read subject-specific texts;
• explain ideas;
• interpret information;
• use evidence;
• write in appropriate forms; and
• communicate knowledge clearly.

Teachers recognise that writing in different subjects requires distinct knowledge. A scientific explanation, historical account and geographical comparison should not be taught as identical writing tasks.

Practice and Retrieval

Learners are given regular opportunities to revisit and apply prior learning.

This may include:

• phonics review;
• rereading;
• spelling retrieval;
• vocabulary recall;
• sentence practice;
• fluency rehearsal;
• grammar application;
• oral retelling;
• revisiting model texts; and
• applying previously taught knowledge in new contexts.

Teaching aims to secure essential knowledge before learners are expected to apply it with greater independence.

Our English curriculum is sequenced so that learners build increasingly secure knowledge from Nursery to Year 6.

Progression is not understood simply as completing more difficult texts or writing longer pieces. It involves the planned development of:

• language;
• vocabulary;
• phonological awareness;
• decoding;
• fluency;
• comprehension;
• literary knowledge;
• handwriting;
• spelling;
• grammar;
• sentence construction;
• composition;
• revision;
• editing; and
• increasing independence.

Early Years Foundation Stage

In Nursery and Reception, learners develop strong foundations in:

• communication and language;
• listening;
• vocabulary;
• oral storytelling;
• phonological awareness;
• early mark-making;
• letter knowledge;
• blending;
• shared reading;
• early writing; and
• enjoyment of books.

Key Stage 1

In Key Stage 1, learners develop:

• secure phonics;
• accurate decoding;
• automatic word recognition;
• early fluency;
• vocabulary;
• sentence construction;
• handwriting;
• spelling;
• comprehension;
• oral composition; and
• increasing writing stamina.

Lower Key Stage 2

In Lower Key Stage 2, learners develop:

• greater reading fluency;
• broader vocabulary;
• deeper comprehension;
• knowledge of text structures;
• increasingly secure spelling;
• more varied sentence construction;
• paragraphing;
• drafting;
• editing; and
• greater independence.

Upper Key Stage 2

In Upper Key Stage 2, learners apply English knowledge with increasing sophistication.

They develop:

• fluent and expressive reading;
• comprehension of increasingly complex texts;
• literary interpretation;
• precise vocabulary;
• control of grammar and punctuation;
• sustained composition;
• awareness of audience and purpose;
• revision and editing;
• effective speaking and presentation; and
• readiness for secondary education.

Progression is planned carefully across the specialist areas.

The detailed sequences are explained through the:

• Early Reading and Phonics page;
• Reading page;
• Writing page;
• phonics progression;
• reading progression;
• spelling progression;
• handwriting progression;
• grammar and punctuation progression; and
• year-group curriculum documents.

Teachers revisit prerequisite knowledge where assessment shows that it is insecure.

Learners are supported to catch up without being denied access to rich literature, discussion and wider curriculum knowledge.

Vocabulary and communication are central to the English curriculum and to learning across the school.

Learners need a broad and secure vocabulary to understand texts, express ideas and participate confidently in classroom and community life.

Vocabulary is developed through:

• conversation;
• explicit teaching;
• phonics;
• reading aloud;
• independent reading;
• model texts;
• direct explanation;
• morphology;
• etymology;
• word families;
• discussion;
• writing; and
• subject-specific curriculum teaching.

Teachers identify words that are important for:

• everyday communication;
• literary understanding;
• academic learning;
• subject knowledge;
• emotional expression; and
• precise writing.

Learners are taught:

• pronunciation;
• meaning;
• spelling;
• word class;
• morphology;
• multiple meanings;
• synonyms and antonyms;
• appropriate context; and
• how words influence tone and meaning.

Vocabulary is revisited so that learners move beyond recognising a word towards using it accurately and independently.

Spoken Communication

Learners develop knowledge of how to communicate for different purposes.

They learn to:

• listen attentively;
• take turns;
• ask relevant questions;
• build on another person’s contribution;
• explain clearly;
• describe accurately;
• justify reasoning;
• recount events;
• present information;
• express opinions;
• disagree respectfully;
• perform;
• debate; and
• adapt language to audience and context.

Teachers model complete and increasingly precise language while respecting learners’ home languages and dialects.

The curriculum does not present linguistic difference as a deficit. Learners are taught how language varies across communities and contexts while also developing confident use of Standard English where appropriate.

Reading Communication

Learners are taught to communicate about texts by:

• retelling;
• summarising;
• retrieving information;
• explaining vocabulary;
• interpreting meaning;
• making inferences;
• comparing texts;
• evaluating viewpoints;
• discussing authorial choices; and
• supporting responses with evidence.

Written Communication

Learners are taught to make purposeful choices about:

• audience;
• purpose;
• form;
• vocabulary;
• sentence structure;
• tone;
• organisation;
• cohesion;
• presentation; and
• level of formality.

Over time, learners should communicate with increasing clarity, precision, confidence and control.

Assessment in English is used to determine what learners know, understand and can apply in spoken language, reading and writing.

It helps teachers identify secure knowledge, misconceptions, gaps and next steps.

Assessment is ongoing and draws on a range of evidence.

Assessment in Spoken Language

Teachers assess whether learners can:

• listen;
• respond;
• use vocabulary;
• speak in sentences;
• explain ideas;
• ask questions;
• participate in discussion;
• present; and
• adapt speech to purpose.

Assessment in Early Reading and Phonics

Assessment checks:

• phoneme–grapheme knowledge;
• blending;
• word reading;
• segmenting;
• accuracy;
• automaticity;
• decodable-text reading; and
• fluency.

Read Write Inc. assessment is used to group learners appropriately and identify those requiring additional support.

The detailed approach is explained on the Early Reading and Phonics page.

Assessment in Reading

Teachers assess:

• decoding;
• fluency;
• accuracy;
• prosody;
• vocabulary;
• retrieval;
• inference;
• summarising;
• interpretation;
• comparison;
• knowledge of texts; and
• comprehension across the curriculum.

Assessment should distinguish between difficulties caused by insecure decoding, limited fluency, vocabulary gaps or weak background knowledge.

The detailed approach is explained on the Reading page.

Assessment in Writing

Teachers assess:

• handwriting;
• spelling;
• sentence construction;
• grammar;
• punctuation;
• vocabulary;
• organisation;
• cohesion;
• audience;
• purpose;
• composition;
• revision;
• editing; and
• independence.

Assessment considers both the quality of composition and the security of transcription.

The detailed approach is explained on the Writing page.

Responsive Teaching

Teachers use assessment to adapt instruction.

This may include:

• revisiting prerequisite knowledge;
• additional modelling;
• more oral rehearsal;
• targeted phonics practice;
• repeated reading;
• vocabulary pre-teaching;
• sentence-level work;
• spelling support;
• guided writing;
• adapted texts;
• smaller steps;
• assistive technology;
• small-group teaching;
• targeted intervention; and
• additional challenge.

Misconceptions and gaps are addressed promptly.

Examples may include:

• guessing words rather than decoding;
• reading accurately but without fluency;
• weak understanding of vocabulary;
• unsupported inference;
• insecure sentence boundaries;
• inconsistent tense;
• weak spelling patterns;
• limited composition;
• or over-reliance on adult scaffolding.

Assessment should not be based only on the quantity of writing, the length of a book or the number of comprehension questions completed.

Subject leaders use assessment evidence to identify:

• strengths in curriculum implementation;
• groups requiring support;
• common gaps;
• variation between classes;
• areas of staff development;
• resource needs; and
• priorities for curriculum refinement.

The impact of our English curriculum can be seen in what learners say, understand, read and write.

We evaluate whether learners have developed secure language and literacy foundations and whether they can apply them confidently and independently.

Over time, learners should demonstrate:

• increasingly confident spoken communication;
• broader and more precise vocabulary;
• secure phonics knowledge;
• accurate decoding;
• increasing fluency;
• stronger comprehension;
• growing literary knowledge;
• positive reading habits;
• fluent and legible handwriting;
• increasingly secure spelling;
• greater grammatical control;
• stronger sentence construction;
• more purposeful composition;
• improved revision and editing;
• greater independence;
• confidence across the wider curriculum; and
• readiness for the next stage.

Impact is evaluated through a range of evidence, including:

• discussions with learners;
• phonics assessment;
• reading assessment;
• reading fluency;
• writing outcomes;
• books;
• oral responses;
• lesson visits;
• curriculum reviews;
• pupil voice;
• reading habits;
• progress information;
• moderation;
• subject-leadership monitoring; and
• readiness for transition.

No single source of evidence is used in isolation.

Leaders consider whether learners have retained essential knowledge and whether they can apply it beyond the lesson or unit in which it was taught.

Particular attention is given to:

• learners with SEND;
• disadvantaged learners;
• learners with English as an additional language;
• learners with speech, language and communication needs;
• learners who are not yet secure decoders;
• learners with weak fluency;
• learners with limited vocabulary;
• learners with gaps caused by absence;
• learners with low confidence; and
• learners who require greater challenge.

Leaders also consider whether all learners have equitable access to:

• high-quality phonics;
• decodable texts;
• rich literature;
• reading aloud;
• library provision;
• writing instruction;
• vocabulary teaching;
• oral-language opportunities;
• intervention;
• enrichment; and
• opportunities to publish, perform and present.

Where evaluation identifies weaknesses or inconsistency, leaders refine curriculum planning, provide professional development, strengthen intervention and review the impact of subsequent action.

By the end of Year 6, learners should be confident speakers, fluent and thoughtful readers, and increasingly accurate and purposeful writers.

They should be able to use English successfully across the curriculum and be well prepared for secondary education and wider life.

Our English curriculum is ambitious for every learner. All learners are entitled to develop secure communication, reading and writing knowledge and to participate fully in rich language and literary experiences.

Teachers identify potential barriers and adapt teaching without unnecessarily reducing expectations or narrowing curriculum entitlement.

Adaptations may include:

• explicit vocabulary teaching;
• visual support;
• oral rehearsal;
• additional modelling;
• repeated practice;
• smaller teaching steps;
• adapted texts;
• alternative ways to record ideas;
• assistive technology;
• structured sentence support;
• additional processing time;
• carefully planned adult support;
• targeted phonics teaching;
• repeated reading;
• guided writing;
• pre-teaching;
• overlearning; and
• opportunities to revisit essential knowledge.

Learners with SEND

For learners with SEND, teachers consider carefully whether difficulties arise from:

• speech, language and communication needs;
• phonological processing;
• decoding;
• fluency;
• vocabulary;
• comprehension;
• working memory;
• motor control;
• spelling;
• transcription;
• composition;
• attention;
• sensory needs; or
• emotional barriers.

Support is matched to the identified barrier rather than applied generically.

Learners who are not yet secure readers continue to receive systematic phonics teaching while also accessing:

• age-respectful texts;
• rich stories;
• discussion;
• vocabulary;
• curriculum knowledge;
• audio support where appropriate; and
• opportunities to participate in whole-class learning.

Learners with physical or sensory needs may benefit from:

• adapted writing tools;
• alternative paper formats;
• enlarged text;
• reduced visual clutter;
• specialist seating;
• keyboard use;
• speech-to-text;
• text-to-speech;
• audio texts;
• tactile resources; and
• alternative ways to present learning.

Learners with English as an Additional Language

Learners with English as an additional language are supported through:

• explicit vocabulary;
• visual context;
• oral rehearsal;
• structured talk;
• clear modelling;
• repeated exposure;
• links with prior knowledge;
• careful text selection;
• opportunities to use home-language knowledge; and
• additional explanation where necessary.

Teachers recognise that learning English as an additional language is not the same as having a language difficulty.

Learners’ home languages are valued as an asset. Where appropriate, learners are encouraged to make connections between languages and use their full linguistic knowledge to support learning.

Learners Requiring Greater Challenge

Learners who demonstrate secure understanding are challenged through:

• more complex texts;
• deeper interpretation;
• wider reading;
• more precise vocabulary;
• greater independence;
• sustained writing;
• sophisticated sentence choices;
• critical comparison;
• literary analysis;
• leadership;
• performance; and
• publication.

Challenge should deepen thinking and independence rather than simply increase the quantity of work.

Teachers and leaders review participation as well as attainment. They consider whether every learner can:

• speak and be heard;
• access texts;
• read with appropriate support;
• develop vocabulary;
• write meaningfully;
• participate in discussion;
• encounter rich literature;
• access intervention where needed; and
• see themselves as successful communicators.

In Nursery and Reception, children develop the foundations of English primarily through:

• Communication and Language;
• Literacy;
• Personal, Social and Emotional Development;
• Expressive Arts and Design; and
• the wider daily life of the setting.

High-quality interaction, storytelling, songs, rhymes, shared reading and purposeful conversation are central.

Communication and Language

Children are supported to:

• listen attentively;
• respond to questions;
• follow instructions;
• learn new vocabulary;
• speak in increasingly complete sentences;
• explain ideas;
• recount experiences;
• take turns in conversation;
• describe;
• imagine;
• retell;
• ask questions; and
• communicate needs.

Adults model language carefully and extend children’s responses through sensitive interaction.

Early Reading

Children develop foundations in:

• enjoyment of books;
• book handling;
• print awareness;
• phonological awareness;
• listening for sounds;
• rhyme;
• oral blending;
• letter knowledge;
• phoneme–grapheme correspondence;
• shared reading; and
• early decoding.

In Reception, systematic synthetic phonics is taught through Read Write Inc.

Children are supported to connect spoken sounds with written symbols and begin to read words and decodable texts.

Early Writing

Children develop early writing through:

• mark-making;
• drawing;
• oral storytelling;
• fine-motor development;
• letter formation;
• name writing;
• sound–letter knowledge;
• spelling attempts;
• caption writing;
• sentence rehearsal; and
• shared composition.

Adults support children to understand that writing communicates meaning.

Children are encouraged to compose orally before recording and to use their phonics knowledge independently.

Books, Stories and Rhymes

Children encounter:

• traditional tales;
• contemporary stories;
• poetry;
• songs;
• rhymes;
• non-fiction;
• stories from different cultures;
• familiar settings;
• imaginative worlds; and
• texts linked to wider learning.

Repeated reading helps children develop:

• familiarity;
• vocabulary;
• narrative understanding;
• confidence;
• prediction;
• participation; and
• enjoyment.

These early experiences prepare children for Key Stage 1 by developing language, phonological awareness, book knowledge, early decoding, oral composition and confidence.

Our English curriculum enables learners to encounter a broad and carefully selected range of texts, writers, poets, illustrators, voices and traditions.

Learners should read and hear:

• classic and contemporary literature;
• stories from Britain and the wider world;
• poetry;
• drama;
• myths and legends;
• traditional tales;
• biographies;
• speeches;
• letters;
• journalism;
• non-fiction;
• information texts;
• digital texts where appropriate; and
• texts connected to the wider curriculum.

Text selection is reviewed so that learners encounter:

• writers from different cultural backgrounds;
• Black and minority ethnic writers;
• women writers;
• disabled writers and characters;
• different family structures;
• different faiths and beliefs;
• different social experiences;
• local voices;
• global perspectives;
• historical and contemporary viewpoints; and
• experiences that may be unfamiliar to them.

Representation is not treated as a one-off celebration or confined to particular months or events.

It is considered across:

• class texts;
• reading aloud;
• poetry;
• library provision;
• book corners;
• guided reading;
• curriculum texts;
• displays;
• author studies;
• writing models; and
• enrichment.

Learners should have opportunities both to:

• recognise aspects of their own lives and identities; and
• encounter lives, places and viewpoints beyond their immediate experience.

Teachers avoid tokenism and stereotype.

Texts are selected for literary quality, curricular value, age appropriateness and the opportunities they provide for knowledge, language, empathy and discussion.

Learners are encouraged to consider:

• who is speaking;
• whose perspective is represented;
• whose voice may be missing;
• how identity is presented;
• how language influences the reader;
• how context shapes a text;
• how stereotypes may be challenged;
• how different readers may respond; and
• how texts reflect or question society.

Sensitive content is taught thoughtfully and in line with safeguarding expectations.

The school’s reading spine should reflect both literary ambition and cultural breadth.

English enrichment enables learners to apply language, reading and writing in meaningful and memorable contexts.

Opportunities may include:

• author visits;
• poet visits;
• storytelling workshops;
• theatre visits;
• drama;
• performance;
• debate;
• public speaking;
• book fairs;
• reading challenges;
• library visits;
• World Book Day activities;
• poetry celebrations;
• writing competitions;
• journalism;
• school publications;
• assemblies;
• reading buddies;
• family reading events;
• clubs;
• trips linked to texts; and
• partnerships with cultural organisations.

Enrichment should deepen curriculum learning rather than operate as an isolated event.

Before an activity, learners are prepared with:

• relevant vocabulary;
• text knowledge;
• questions;
• background information;
• expectations for participation; and
• a clear understanding of the purpose.

Afterwards, they are given opportunities to:

• reflect;
• discuss;
• write;
• perform;
• review;
• recommend;
• present; and
• make links with future learning.

Reading Communities

A strong reading culture is developed through:

• adults reading aloud;
• attractive and accessible book areas;
• recommendations;
• discussion;
• pupil choice;
• reading role models;
• library access;
• family engagement;
• peer recommendation;
• shared reading events; and
• celebration of reading habits.

Learners should experience reading as both a curriculum entitlement and a source of pleasure, knowledge and belonging.

Publishing and Performance

Learners may share their work through:

• class anthologies;
• newsletters;
• displays;
• assemblies;
• performances;
• poetry readings;
• speeches;
• competitions;
• digital publication;
• school events; and
• community audiences.

Publication and performance give learners a genuine sense of audience and purpose.

Pupil Leadership

Learners may contribute through roles such as:

• Reading Ambassadors;
• library monitors;
• book-club leaders;
• reading buddies;
• pupil reviewers;
• event hosts;
• poetry performers;
• debate leaders; and
• contributors to school publications.

Leaders review who participates and whether disadvantaged learners, learners with SEND and less confident learners have equitable access to enrichment and leadership.

English contributes strongly to learners’ personal, spiritual, moral, social and cultural development.

Through speaking, reading and writing, learners develop:

• confidence;
• empathy;
• imagination;
• reflection;
• resilience;
• curiosity;
• independence;
• respect for different viewpoints;
• emotional literacy;
• cultural understanding;
• critical thinking;
• self-expression; and
• a sense of belonging.

Literature gives learners opportunities to explore:

• identity;
• friendship;
• family;
• justice;
• faith;
• courage;
• loss;
• hope;
• conflict;
• belonging;
• morality;
• prejudice;
• responsibility;
• community; and
• human experience.

Spoken language helps learners develop the confidence to contribute, listen and respond.

Reading enables them to encounter experiences beyond their own.

Writing gives them the means to record, imagine, explain, persuade and express.

English contributes to learners’ understanding of democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs through:

• debate;
• discussion;
• freedom of expression;
• respectful disagreement;
• shared classroom expectations;
• texts exploring rights and justice;
• different cultural and religious perspectives;
• evaluation of information;
• recognition of bias; and
• responsible communication.

Our school values are developed meaningfully through English.

Kindness

Learners listen carefully, respond sensitively, use language responsibly and consider the experiences and feelings of others.

Respect

Learners respect different voices, interpretations, languages, cultures, beliefs and ways of communicating.

Confidence

Learners develop confidence by speaking, reading aloud, presenting, performing, sharing ideas and publishing their work.

Excellence

Learners pursue excellence through careful reading, precise vocabulary, fluent transcription, thoughtful composition, revision and reflection.

English supports our vision to Believe, Achieve and Thrive by helping learners believe in the value of their own voice, achieve through secure communication and literacy, and thrive as thoughtful, articulate and informed members of society.

Families play an important role in supporting learners’ language, reading and writing development.

The most valuable support does not require formal lessons at home. Regular conversation, shared reading, storytelling and encouragement can make a significant difference.

Families can support English by:

• talking about the school day;
• encouraging learners to explain ideas;
• listening carefully;
• introducing and discussing new vocabulary;
• reading aloud;
• sharing books;
• discussing characters and events;
• encouraging independent reading;
• practising phonics where appropriate;
• supporting spelling and handwriting routines;
• encouraging purposeful writing;
• visiting libraries;
• discussing signs, instructions and information in everyday life;
• celebrating home languages; and
• showing interest in learners’ English work.

Supporting Early Reading

Families can support early reading by:

• practising sounds in the way taught at school;
• listening to learners read their decodable books;
• encouraging blending rather than guessing;
• rereading books to build fluency;
• discussing the story after reading;
• praising effort and accuracy;
• returning reading materials regularly; and
• attending phonics workshops where offered.

Families should avoid encouraging learners to use pictures, context or the first letter as the main strategy for reading an unfamiliar word.

The detailed approach is explained on the Early Reading and Phonics page.

Supporting Wider Reading

Families can help learners develop as readers by:

• reading aloud to them, including when they can read independently;
• discussing books;
• asking what they think;
• encouraging recommendations;
• visiting the library;
• offering a range of fiction, poetry and non-fiction;
• discussing unfamiliar vocabulary;
• rereading favourite books;
• and allowing learners to develop preferences.

Useful questions include:

• What happened?
• Why do you think the character acted that way?
• Which word was unfamiliar?
• What did you learn?
• Which part did you enjoy?
• What does this remind you of?
• Would you recommend this book?

The detailed approach is explained on the Reading page.

Supporting Writing

Families can support writing through meaningful everyday opportunities such as:

• writing shopping lists;
• keeping a diary;
• sending cards or messages;
• creating stories;
• writing instructions;
• making posters;
• recording facts;
• writing reviews;
• and preparing letters.

Families can encourage learners to:

• say a sentence aloud before writing;
• reread their work;
• check spelling patterns;
• check punctuation;
• improve vocabulary;
• add missing information;
• and present work carefully.

The detailed approach is explained on the Writing page.

Home Languages

Families are encouraged to use and celebrate home languages.

Strong language development in any language can support:

• vocabulary;
• storytelling;
• reasoning;
• identity;
• family relationships;
• and wider language awareness.

Learners should not be discouraged from using their home language.

Families who require further support with phonics, reading or writing should contact the school.

Our English curriculum is planned so that learners develop increasingly secure knowledge in spoken language, reading and writing.

The content taught in each year group is informed by the Early Years Foundation Stage, the National Curriculum and current guidance.

The summaries below should be read alongside the specialist Early Reading and Phonics, Reading and Writing pages and the detailed progression documents.

Nursery

Children develop language, listening, vocabulary, storytelling, phonological awareness, mark-making and enjoyment of books.

They learn through conversation, play, songs, rhymes, stories and carefully planned adult interaction.

Reception

Children deepen their spoken language and begin systematic phonics through Read Write Inc.

They develop:

• sound–letter knowledge;
• blending;
• early word reading;
• shared reading;
• letter formation;
• oral composition;
• early sentence writing;
• and enjoyment of books.

Year 1

Learners develop secure early phonics, decoding and sentence construction.

They build:

• reading accuracy;
• early fluency;
• vocabulary;
• comprehension;
• handwriting;
• spelling;
• punctuation;
• and confidence in writing short texts.

Year 2

Learners consolidate phonics and develop greater fluency.

They deepen:

• comprehension;
• spelling;
• sentence control;
• punctuation;
• vocabulary;
• text organisation;
• and writing stamina.

Year 3

Learners develop greater reading fluency, broader vocabulary and deeper understanding of texts.

They begin to write with more secure paragraphing, sentence variation, spelling and awareness of audience and purpose.

Year 4

Learners deepen literary understanding and read increasingly complex texts.

They develop greater control of:

• grammar;
• punctuation;
• cohesion;
• vocabulary;
• composition;
• revision;
• and editing.

Year 5

Learners read with increasing fluency, independence and critical understanding.

They write sustained texts, select vocabulary purposefully and apply increasingly secure grammatical and organisational knowledge.

Year 6

Learners draw together knowledge from across the English curriculum.

They read increasingly demanding texts, communicate ideas confidently and write accurately and effectively for varied audiences and purposes.

They are prepared for the language and literacy demands of secondary education.

Year-Group Curriculum Links

• Nursery English and Communication overview
• Reception English overview
• Year 1 English overview
• Year 2 English overview
• Year 3 English overview
• Year 4 English overview
• Year 5 English overview
• Year 6 English overview

The following documents provide further information about English at St Luke’s.

Core English Documents

• Whole-School English Curriculum Overview
• Early Reading and Phonics Progression
• Reading Progression
• Reading Fluency Progression
• Reading Comprehension Progression
• Writing Progression
• Handwriting Progression
• Spelling Progression
• Grammar and Punctuation Progression
• Spoken Language Progression
• Vocabulary Progression
• English Curriculum by Year Group
• St Luke’s Reading Spine
• English Assessment Guidance
• Reading for Pleasure Strategy
• Phonics Information for Families
• Handwriting and Presentation Guidance
• English Policy

English leadership is shared across the relevant subject and phase leaders, with clear oversight of spoken language, early reading, reading and writing.

Leaders work with teachers, senior leaders, the SENCo, the designated safeguarding lead where relevant, governors and external partners to support the quality, consistency and development of English across the school.

English leadership includes:

• reviewing curriculum plans and progression documents;
• checking alignment with statutory and non-statutory guidance;
• ensuring progression from Nursery to Year 6;
• reviewing the use of Read Write Inc.;
• reviewing Literacy Tree planning and adaptation;
• reviewing PenPals handwriting provision;
• supporting teacher subject knowledge;
• identifying professional development needs;
• monitoring spoken language;
• reviewing phonics teaching;
• reviewing reading fluency;
• evaluating comprehension;
• reviewing spelling and handwriting;
• monitoring sentence construction and composition;
• speaking with learners;
• visiting lessons;
• reviewing books and assessment information;
• monitoring intervention;
• evaluating text selection and representation;
• reviewing reading for pleasure;
• checking inclusion and accessibility;
• identifying strengths and inconsistencies;
• reviewing the impact of improvement actions; and
• refining curriculum content and resources.

Early Reading Leadership

Early reading leadership includes close attention to:

• fidelity to Read Write Inc.;
• staff training and coaching;
• accurate assessment;
• effective grouping;
• decodable-book matching;
• daily practice;
• keep-up provision;
• catch-up teaching;
• support for older learners;
• and communication with families.

Reading Leadership

Reading leadership includes monitoring:

• fluency;
• comprehension;
• vocabulary;
• literary breadth;
• reading across the curriculum;
• reading aloud;
• library provision;
• reading habits;
• and access for weaker readers.

Writing Leadership

Writing leadership includes monitoring:

• handwriting;
• spelling;
• sentence construction;
• grammar;
• punctuation;
• composition;
• modelling;
• drafting;
• revision;
• editing;
• writing across the curriculum;
• and increasing independence.

Leaders pay particular attention to whether:

• foundational language and literacy knowledge is secure;
• learners who fall behind receive prompt and effective support;
• assessment identifies specific barriers;
• staff use programmes and resources accurately;
• interventions complement classroom teaching;
• learners with SEND access an ambitious curriculum;
• disadvantaged learners have equitable access to books and enrichment;
• texts reflect literary quality and cultural breadth;
• expectations are consistent across classes;
• and learners are well prepared for transition.

English leaders report relevant findings to senior leaders and governors.

Evaluation informs:

• curriculum refinement;
• staff training;
• intervention;
• resource purchases;
• text selection;
• reading culture;
• family engagement;
• and school improvement priorities.

The English Hub and specialist pages are reviewed regularly to ensure that they remain current and reflect actual practice.

Further information about English at St Luke’s is available through the English Hub and its specialist pages.

Parents and carers can access more detailed information about:

• Early Reading and Phonics;
• Reading;
• Writing;
• year-group curriculum content;
• Read Write Inc.;
• Literacy Tree;
• PenPals;
• the school reading spine;
• phonics assessment;
• reading fluency;
• comprehension;
• spelling;
• handwriting;
• grammar and punctuation;
• writing development;
• reading for pleasure;
• library provision;
• intervention;
• and supporting English at home.

Parents and carers may request:

• copies of curriculum overviews;
• accessible versions of published documents;
• guidance on reading at home;
• guidance on phonics;
• information about spelling and handwriting;
• clarification about intervention;
• information about reading books;
• and support with home learning.

Please contact the school office through the contact details provided on the school website.

Families should speak with the class teacher where they have concerns about a learner’s:

• speech or language;
• phonics;
• reading accuracy;
• fluency;
• comprehension;
• handwriting;
• spelling;
• writing;
• confidence;
• or access to English learning.

Paper copies of curriculum information can be provided on request.

The school welcomes constructive feedback about the accessibility and usefulness of its English information. Published content is reviewed regularly to ensure that it remains accurate, clear and consistent with the curriculum learners receive.