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Loscoe C of E Primary School and Nursery

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At Loscoe CE Primary School we believe that literacy and communication are key life skills. Through the English curriculum, we will help children to develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. We want children to enjoy and appreciate literature and its rich variety. Through our use of the Cornerstone Curriculum for our topic work we also include opportunities to interrelate the requirements of English within a broad and balanced curriculum.


We strive for children to be a ‘Primary Literate Pupil’ aiming for the highest possible attainment throughout their time at our school.


By the age of 11 we aim for a child to be able to:


  • take pleasure in all aspects of Literacy;


  • read and write with confidence, fluency and understanding, developing a range of independent strategies to self-monitor and correct;


  • develop the powers of imagination, inventiveness and critical awareness;


  • have an interest in books and read for enjoyment;


  • have an interest in words and their meanings allowing them to develop a growing vocabulary in spoken and written forms;


  • understand a range of text types and genres allowing them to write in a variety of styles and forms appropriate to the situation;


  • have a suitable technical vocabulary to articulate their responses.


Statutory requirements


Statutory requirements for the teaching and learning of English are laid out in the National Curriculum English Document (2014) and in the Statutory Framework for the Early Years Foundation Stage (2017).


In the Early Years Foundation stage (Reception) children are given opportunities to:


  • speak, listen and represent ideas in their activities;


  • use communication, language and Literacy in every part of the curriculum;


  • listen to and read a range of texts;


  • become immersed in an environment rich in print and possibilities for communication, where mark making opportunities are widely available.


At Key Stage One (Years 1 and 2) children learn to speak confidently and listen to what others have to say.  They continue to read and write independently and with enthusiasm.  They have opportunities to use language to explore their own experiences and imaginary worlds.


At Key Stage Two (Years 3 – 6) children learn to change the way they speak and write to suit different purposes and audiences.  They read a range of texts and respond to different layers of meaning in them.  They have the opportunity to explore the use of language in literary and non-literary texts and learn how the structure of language works.


Subject organisation


The English curriculum at Loscoe CE Primary School is delivered using the National Curriculum English Document (2014).  The Early Learning Goals are followed to ensure continuity and progression from the Early Years Foundation stage through to the National Curriculum.


Using the English curriculum teachers throughout School will follow the units set out for their year group every year.   


Teachers group children according to their abilities and work should be differentiated accordingly using effective methods such as support, outcome and task. Where appropriate, literacy units will link to creative curriculum themes to promote cross curricular learning.   




Reading is an important part of the English curriculum in our School.  Home reading books are organized on a banding system ensuring the children read books appropriate to their level (the children’s reading should be 99% accurate in these books).  These books will be provided and sent home on a daily basis for parents to read with their children.  Our recently updated reading resources will provide enriching vocabulary, correct grammatical structure and interesting content. 


Each parent is given the opportunity to liaise with teachers through reading record books which record when the children have been listened to in School by a member of staff or a volunteer, and at home, and any issues or positives there may be.  Children who have moved on from the reading scheme have access to the school’s free reader book selection. 


Shared reading takes place within English lessons to provide enriching experiences through more challenging texts.  Teachers also share stories with the class displaying an enthusiasm for reading and setting a positive example as a reader. 


Phonics is taught daily in Early Years Foundation Stage and Key Stage One following the framework ‘Letters and Sounds’. This will involve a 20 minute daily session of planned systematic phonics’ delivery, with a wide opportunity for application of skills through the environment and other lessons.


As part of the Literacy curriculum each child takes part in guided reading sessions. These sessions are led by the class teacher and allow the children to develop their reading and comprehension skills.





Shared and modelled Writing, takes place within English lessons. This allows the teacher to demonstrate good writing practice to the children while using their ideas.  Teachers ensure that the writing demonstrated shows high expectations and covers the success criteria they would expect to see in the children’s writing.


Children are expected to write frequently in a range of forms.  This may be responses to a text, filling in text feature grids, short writing tasks such as writing as a character or writing a whole story or report as an extended piece of writing.


In our School we have high expectations of presentation.  The children follow the DUMTUMS rule when beginning any new piece of work in their books and they are expected to use cursive writing.  To support this handwriting, practice is undertaken regularly across School and children write in pencil until they obtain a pen license.


In the new English curriculum, grammar, punctuation and spelling now play a key role in the children’s writing.  In Key Stage 2 the children have daily dedicated time to be taught spelling and grammar rules. They are then given focused spelling or grammar tasks to practise. These skills are referred to during English lessons and children are encouraged to integrate their grammar and spelling learning within their writing.



Assessment and Target Setting


Teachers set annual targets for their pupil’s progression and attainment in Literacy. Pupil progress meetings are held half termly and assessments against the national criteria are made at the end of each term. The statutory tests will be taken at the end of Key Stage 1 and 2 and in EYFS assessments are carried out in September and July to monitor progress made.


At the end of Year 1 the children sit the Phonics Screening Test and those who do not pass re-sis it at the end of Year 2.