Throughout the school, shared whole-class and guided group reading sessions play an important part in all Literacy lessons.  Pupils in Classes R, 1 and 2 also follow a structured reading programme using ‘Floppy’s Phonics Sounds and Letters’, a rigorous synthetic phonics teaching programme. This is supplemented by other Oxford Reading Tree materials, and in the later stages, a wide range of other reading material.

At Key Stage 2, shared reading continues to form an integral part of every lesson.  Pupils’ individual progress in reading continues to be monitored and all pupils are provided with a range of reading books appropriate to their reading level.  Pupils are encouraged to read widely from the school library, local libraries and other sources. 

The school strongly encourages parental involvement and support.  In Reception and Key Stage 1 parents are asked to hear their children read on a daily basis and are encouraged to read library and other books to them. A home/school reading record book is used by pupils up to and including Year 5.  Year 6 pupils write their own book reviews and these reviews are marked and assessed by their English teacher. Each year during Key Stage 2 teachers also aim to teach a whole class novel in Literacy lessons.


Pupils are stimulated in a variety of ways to write for different purposes and for a range of audiences.  They are taught the characteristics of different kinds of writing and how to use features of layout and presentation effectively.  Teaching is planned so that grammar and punctuation is taught in the context of the individual literacy units as set out in the National Strategies for English.

The school uses a phonic approach to the teaching of spelling, based initially on the ‘Letters and Sounds’ guidance.  In Reception and Key Stage 1, phonics is taught each morning in discrete ‘Sound Sense’ groups.  Emergent writing and independent writing are encouraged and pupils have recently entered into various writing competitions.  Handwriting is taught and practised throughout the school.

Guided writing groups are taught according to ability during class lessons and pupils are encouraged to actively review and redraft their writing during these sessions.  In addition to this, pupils in Years 2 – 6 have individual writing journals, in which they are encouraged to write every day. Peer assessment is also an approach we use, alongside teacher assessment.  All these strategies are utilised to move the children on in their writing.

Teachers seek to take advantage of opportunities to make cross-curricular links. They plan for pupils to practise and apply the skills, knowledge and understanding acquired through literacy lessons to other areas of the curriculum.

Opportunities to use ICT to support teaching and learning in Literacy are planned for and used as appropriate.