The English Curriculum has been designed to deliver the national curriculum objectives for reading, writing, spelling and grammar and speaking and listening. Progression maps for each strand of the curriculum make clear exactly what is to be taught in each year group and are further broken down into small steps for each term.
Clear foundations for early writing statements have been identified and taught directly in year 3 as part of an effective transition from key stage 1. 

The curriculum is delivered through meticulously planned and sequenced units plans which vary in length in accordance with the challenge and length of text but are typically 6 – 10 weeks in length. Unit plans specify the reading, writing and spelling and grammar knowledge to be taught through small step objectives and  teaching sequences which further specify the outcome and vocabulary knowledge to be taught in each sequence. Unit plans identify the prior knowledge that each unit builds upon and the knowledge of context that children might need in order to access the text, 

There is a high focus on Oracy throughout the Curriculum. Oracy Progression Ladders identify the four component parts of the Oracy Curriculum and the specific objectives for each year group. 

The English skills of reading, writing and oracy are also carefully woven into the wider curriculum where there are extensive opportunities to read fiction and non fiction and write for a range of purposes which are meaningful to the subject being studied and provide an opportunity for children to practise their writing skills and knowledge and to embed their knowledge through writing.

Implementation 

English is taught  in all year groups for one hour a day through text based units of work which are delivered through teaching sequences varying in length from 5 days to 10 days. Sequences have an identified outcome that demonstrates the knowledge and skills children have acquired through the sequence. In addition to this, children will be taught the knowledge and skills of reading through guided reading sessions which happen in class each day for between 20-30 mins and are explained further in our Reading curriculum statement. 

Teaching sequences have been carefully planned so that knowledge builds incrementally and with consideration to the review of prior learning and embedding new learning. Through teaching sequences, children learn how to read as a reader and as a writer, understanding the meaning of what is being read and the impact and effect of language and syntax. A systematic approach to modelled writing makes the expectations for independent writing explicit and makes clear the grammar and vocabulary that children will be expected to apply. Children are taught to  independently write and redraft their work to a standard of excellence. End of unit final outcomes provide an opportunity to assess how well children have embedded the knowledge and skills taught in the unit. 

Impact 

Termly scrutinies of every child’s English book allow the subject leader and Senior Leadership Team to identify progress in writing knowledge and skills and fidelity to the unit plans and progression documents. The scrutiny pays particular attention to groups of learners including disadvantaged pupils and those with Special Educational Needs. Feedback enables teachers to address gaps in learning and secure greater progress for all. Disadvantaged pupils often perform at least as well as their peers and often as well as or above other pupils nationally. Regular monitoring of children’s reading progress indicates that the majority of children read at age related expectations as measured through tracking book bands, phonic knowledge where appropriate and progress against termly progression statements for Reading. Where children receive Reading support and intervention, analysis of data indicates that they often make accelerated progress within a short time. 

As a result, by the time children leave key stage 2 the vast majority are confident and fluent readers who have read a range of challenging text types, styles and genres and have developed a strong understanding of language and syntax. This is evident in the key stage 2 outcomes for Reading which have been significantly above national averages over time. Children’s written work is of a very high standard in both content, presentation and grammatical accuracy. Progress against progression maps and fidelity to the unit plans is monitored frequently and in depth. Where children are at risk of falling beyond, additional support and intervention is made available. As a result the outcomes in writing and EGPS at the end of key stage 2 are significantly above the national average and have remained so over time.

By the time children leave Humberstone they are confident and skilled communicators both in oral and written forms. Our children talk passionately and knowledgeable about literature and have developed critical thinking skills and a precision control of language. They write with control and flair for a range of purposes, including for pleasure, and are very well prepared for the challenges of secondary school.