English
Intent
At St Thomas Becket Primary School, the school aims to deliver an exciting, innovative English curriculum that fosters and promotes a love of reading and empowers pupils’ written and oral communication and creativity. The curriculum supports all pupils in their learning of English, providing rich and varied cross-curricular literary opportunities and access to the skills they need to become confident readers and writers for life. The curriculum is underpinned by strong foundations in language, phonics, handwriting and transcription, recognising that secure early skills are essential for later success in reading and writing. Pupils build knowledge cumulatively over time, allowing them to retain and apply what they learn across year groups and subjects.
Staff aim to raise the aspirations of every pupil, particularly those with low starting points and from disadvantaged backgrounds, opening their eyes to new opportunities and igniting excitement about becoming excellent readers, writers and communicators. The ultimate goal is for all pupils to develop a love of reading, which is promoted through a range of whole-school initiatives. Our curriculum is designed with high expectations for all; we use an adaptive teaching approach to ensure that pupils with SEND or EAL can access the same ambitious content as their peers through tailored scaffolding and support.
The school exposes pupils to literary success by introducing them to successful authors, illustrators and storytellers, positively impacting pupils’ outlooks, aspirations and desire to achieve. The school values the importance of encouraging parents to act as positive role models, providing supportive workshops, individual meetings and key information for parents across each key stage. Parents are supported in building home libraries, promoting reading at home. The school’s ambition is for pupils to leave with the core English skills required to lead successful, fulfilling lives. All pupils develop the ability to communicate ideas clearly, read fluently, and write accurately and confidently for a range of purposes.
Implementation
Reading
Reading is a key life skill. Teaching pupils to become confident readers is a central priority at St Thomas Becket. Pupils are encouraged to read a rich diet of classic and modern fiction, non-fiction, poetry and newspapers, enabling them to develop knowledge of the world and across the wider curriculum. The school aims for all pupils to read widely, increasing vocabulary and developing vivid imaginations.
The school prioritises language and literacy as the foundations for all learning. Systematic phonics teaching begins from the start of EYFS through daily Read Write Inc. (RWI) sessions in EYFS and KS1. The teaching of reading, including systematic synthetic phonics, is the core purpose of the Reception year, reflecting national guidance which highlights the importance of secure word reading for later comprehension and writing.
High-quality CPD is prioritised, and all teaching and support staff are trained in RWI to deliver the phonics programme effectively. The Literacy Leader, EYFS Leader and KS1 teachers also deliver training and workshops for staff and parents, ensuring consistency and up-to-date practice. To ensure no child is left behind, daily 1-to-1 keep-up sessions are provided for pupils in the lowest 20%, focusing on rapid phonic acquisition and fluency. For our older pupils in Years 5 and 6 who may require further support with decoding, we use the RWI FreshStart programme where appropriate to rapidly accelerate their progress. We also monitor the progress of any pupils who did not meet the Year 1 Phonics Screening Check threshold, providing targeted daily intervention to ensure they catch up with their peers.
Texts are carefully selected to engage pupils’ interests and are often linked to cross-curricular learning. Many texts are recommended by CLPE and used within Power of Reading sequences. A curated reading spine of high-quality texts ensures that every pupil is exposed to a diverse range of must-read literature, including classic heritage, modern masterpieces, and books that reflect our global community. These texts show clear progression across year groups and provide structured genre coverage to inspire writing.
Storytime is a daily priority from Reception through to Year 6. Each class has a well-stocked book corner containing fiction, poetry, non-fiction and texts that reflect diversity and inclusion. Pupils can also read during playtimes, supported by dedicated Reading Gardens in both playgrounds.
Teaching assistants regularly listen to pupils read, ensuring books are carefully matched to interest and ability. Teachers select core texts and deliver whole-class reading lessons focusing on retrieval, inference, deduction and analysis, supported by Big Reading characters, RWI Comprehension (Year 2) and Headstart Reading Comprehension (KS2).
Reading Champion Assemblies provide opportunities for pupils to recommend books and inspire reading for pleasure. Classes visit the local library and take part in the Summer Reading Challenge. An annual Book Week includes author visits, performances and reading-based activities.
Parents are encouraged to hear pupils read daily and read aloud to them. While reading is taught through RWI, pupils also access a wide range of quality texts and independent reading material. Parents and staff support book talk through discussion, drama, art and debate. To further bridge the gap between school and home, pupils access RWI digital resources, including the Oxford Owl interactive eBook library and the Virtual Classrooms. This ensures that the books children read at home are perfectly matched to their phonics level while providing parents with high-quality tools to support their child’s fluency.
Reading progress is monitored through termly pupil progress meetings, regular phonics assessments and KS2 NFER tests. Data is used purposefully to inform intervention and ensure cumulative progress, with gaps addressed promptly.
Writing
High standards of writing are a priority, with opportunities for purposeful writing across the curriculum. Through high-quality teaching and targeted support, pupils make strong progress.
In EYFS and across the school, writing follows national guidance prioritising transcription, sentence construction and oral composition before extended writing. We explicitly teach the transition from oral rehearsal to transcription, ensuring that spelling and handwriting become automatic, which frees up pupils' cognitive capacity for creative composition. Quality is prioritised over quantity.
In EYFS, pupils learn pencil grip and early letter formation through purposeful activities. Phonics is closely linked to early writing, with dictation and sentence-level practice supporting spelling and handwriting. This continues into Key Stage 1 and 2 until children are confident writers.
Writing contexts are linked to core class texts or curriculum topics, with film stimuli such as The Literacy Shed used where appropriate. Writing is celebrated through displays and awards, reinforcing its value.
Pupils plan writing weekly, using appropriate scaffolds where necessary that develop towards independence. Big Writing sessions enable sustained writing, supported by oral rehearsal to reduce cognitive load.
Our EYFS Drawing Club and Language Lab and Word of the Day (KS1 & KS2) initiatives ensure that teachers expose ambitious vocabulary, enabling children to apply these in their own talk and written compositions. Editing and proofreading are taught explicitly, supported by dictionaries and thesauruses in KS2. Jumbo Targets ensure clear progression of our core writing aims across the school.
Handwriting follows the school policy, beginning with RWI Handwriting and progressing to Penpals once formation is secure. As pupils move through Key Stage 2, we place a strong emphasis on pride in presentation. Once a fluent, joined cursive style is established, typically from Year 4, pupils are encouraged to transition from pencil to pen to support their readiness for the demands of secondary school. Grammar and punctuation are taught weekly through Headstart Spelling and linked directly to writing.
Teachers use live marking and immediate verbal feedback during writing sessions to address misconceptions at the point of learning, ensuring that pupils make instant refinements to their work. Moderation meetings and pupil progress reviews ensure consistency and targeted support.
Speaking and Listening
Spoken language underpins reading and writing. In EYFS, pupils take part in Drawing Club to develop imaginative talk and vocabulary. Across the school, talk partners, Book Talk, drama techniques and structured discussion support language development. We utilise specific drama and oracy conventions such as Hot Seating, Conscience Alley and Role-play to allow pupils to explore character motivations and complex themes deeply before they begin to write.
Pupils participate in assemblies, performances, debates and presentations, developing confidence, listening skills and expressive language.
We prioritise exploratory talk, teaching pupils how to disagree politely, build on others' ideas and use formal standard English when presenting to an audience.
Impact
The English curriculum ensures pupils become confident readers, writers and communicators with a lifelong love of language. Through high-quality texts and systematic teaching, pupils develop strong vocabulary, comprehension and writing skills.
Secure phonics, effective assessment and targeted intervention ensure sustained progress for all pupils, including those with SEND and disadvantaged backgrounds. Grammar, handwriting and spelling are embedded consistently.
As a result, pupils leave St Thomas Becket as articulate speakers, thoughtful readers and capable, confident writers.
By the end of Key Stage 2, our pupils are secondary ready—not just in their test results, but in their ability to critique texts, debate complex issues and write with a sophisticated, independent voice.