Rationale

At St Anthony’s, English is at the heart of our curriculum and central to our mission of living, loving, and learning together. It enables pupils to develop the literacy skills needed to access learning across all subjects, while also forming their voice, shaping their identity, and deepening their understanding of God’s world.

Through speaking, listening, reading, and writing, pupils grow in confidence, compassion, and critical thinking. They learn to express themselves with clarity and creativity, listen with empathy, and engage meaningfully with the thoughts and experiences of others. High-quality texts expose pupils to diverse voices and ideas, helping them appreciate the dignity of every person and develop a love of language and learning.

Our English curriculum recognises the power of words to inspire, challenge, and heal. Pupils are encouraged to use language responsibly and respectfully, building the virtues of wisdom, integrity, and perseverance. In learning to read fluently and write purposefully, they become thoughtful communicators, equipped to share their own stories and listen to the voices of others.

Through phonics, spelling, handwriting, and grammar, we provide the essential building blocks for literacy, while nurturing the joy and beauty of language. From Read Write Inc. sessions in Early Years to structured reading and writing opportunities across the key stages, pupils are empowered to grow into confident, articulate individuals ready to serve and flourish in the wider world.

 

Intent

To support this vision, we follow a structured and sequenced approach to teaching English that builds cumulatively over time. Our curriculum draws on a range of high-quality, evidence-informed programmes to meet the needs of all learners:

• Writing is taught through the Teaching Toolkits scheme, which offers a coherent progression in sentence structure, grammar, vocabulary, and composition. Carefully curated units provide model texts and scaffolded tasks, supporting pupils to become skilled and creative writers across a range of genres.
• Whole-class reading is delivered using the Ashley Booth pedagogy, which immerses pupils in a broad and diverse reading spine. Each unit combines high-quality texts with explicit teaching of vocabulary, fluency, retrieval, inference, and discussion, promoting a love of reading and critical engagement with literature.
• Phonics is taught daily in EYFS and KS1 using the Read Write Inc. programme. This ensures a consistent, systematic approach to early reading and spelling, enabling all children to decode with confidence and build a strong foundation for fluency.
• Handwriting is taught discretely using the Penpals scheme, which supports correct letter formation, posture, pencil grip, and joined handwriting through a clear developmental sequence across the primary years.
• Spelling is taught explicitly through phonics in KS1 and through carefully planned progression in KS2, ensuring children develop a secure understanding of spelling patterns, rules, and etymology.

Throughout all strands of English, our curriculum:

• Embeds opportunities for oracy, collaboration, and debate, developing pupils’ confidence and ability to express themselves thoughtfully.
• Celebrates diversity through texts that reflect a range of voices, cultures, and perspectives, aligning with the dignity of every human person.
• Connects to our Catholic mission by using stories and language as a means of forming character, exploring moral choices, and responding to the world with compassion.

By the end of Key Stage 2, pupils at St Anthony’s will:

• Read fluently and widely, with strong comprehension, stamina, and a genuine enjoyment of reading.
• Write effectively, creatively, and accurately for a range of purposes and audiences.
• Speak and listen with confidence, empathy, and clarity in a variety of contexts.
• Apply a secure understanding of phonics, spelling, grammar, and handwriting to all aspects of their literacy learning.
• See language as a powerful tool to connect with others, reflect on their values, and influence the world around them.

Implementation

• Lessons are planned using high-quality, progressive schemes including Teaching Toolkits for writing, Ashley Booth pedagogy for whole-class reading, Read Write Inc. for phonics, and Penpals for handwriting. These schemes ensure continuity and progression in key areas across EYFS, KS1, and KS2, and support regular revisiting and deepening of prior learning.
• English lessons are structured with clear modelling, shared practice, and independent application. Direct teaching is a core feature, especially in the teaching of phonics, grammar, sentence construction, and reading skills. Teachers use scaffolding, model texts, and success criteria to guide learning before gradually releasing responsibility to the pupils.
• Discussion, drama, and oracy are embedded throughout English lessons, encouraging pupils to develop their ideas collaboratively and articulate them clearly. Talk partners, structured sentence stems, and vocabulary exploration promote deep thinking and language development in line with Catholic virtues of respect, empathy, and justice.
• In writing, the Teaching Toolkits model supports the explicit teaching of sentence structures and grammar within meaningful contexts. Writing units are designed around model texts and genre-specific toolkits, culminating in purposeful writing outcomes that are often linked to other areas of the curriculum or wider school events.
• In reading, the Ashley Booth approach provides exposure to high-quality, diverse texts through whole-class reading lessons. Pupils explore vocabulary, retrieval, inference, authorial intent, and themes using rich discussion and written responses. Carefully chosen texts promote a love of reading and reflect a range of cultures, voices, and life experiences.
• Phonics is delivered daily in EYFS and KS1 using Read Write Inc., ensuring all pupils build strong foundations in decoding, blending, and early spelling. Regular assessment informs groupings and targeted support to close early gaps quickly.
• Handwriting is taught discretely using the Penpals programme, which develops correct posture, pencil grip, letter formation, and fluent joined writing through a structured progression.
• Spelling is taught explicitly, with phonics forming the basis in KS1 and a focus on patterns, rules, and etymology in KS2. Spelling is linked to the teaching of vocabulary across reading and writing lessons.
• Resources such as model texts, sentence scaffolds, high-quality books, visualisers, interactive whiteboards, and online reading platforms are used to support high-quality teaching and access for all learners. Digital tools are used to enhance fluency, comprehension, and writing where appropriate.
• Cross-curricular links are made purposefully—for example, writing opportunities may be linked to RE, history, or science topics when they support the subject’s content and deepen understanding. Whole-school events are also used to create meaningful contexts for reading and writing.
• Pupils who need additional support benefit from targeted interventions including additional RWI sessions alongside high-quality first teaching.

 

Impact

Through our English curriculum, pupils will:

• Read fluently and with understanding, demonstrating secure comprehension across a wide range of genres.
• Write clearly, creatively, and accurately for different purposes and audiences, using a rich vocabulary and a strong grasp of grammar, structure, and tone.
• Speak and listen with confidence and empathy, contributing respectfully to discussions, performances, and collaborative learning.
• Apply a secure foundation in phonics, spelling, grammar, and handwriting, enabling them to communicate effectively across the curriculum and in real-life contexts.
• Develop a love of reading and writing, seeing both as tools for personal growth, enjoyment, and reflection.

By the end of Key Stage 2, our pupils are well-prepared for the next stage of their education and for life beyond the classroom. They leave us with a secure command of English and a voice that is informed, respectful, and ready to be heard.

 

Assessment

• Formative assessment is integral to teaching practice. Teachers assess through questioning, observation, feedback, guided practice, and self/peer assessment. In writing, pupils receive live and written feedback to support drafting, editing, and improving their work. Regular conferencing and use of success criteria help pupils become reflective, independent learners.
• In whole-class reading lessons, pupils demonstrate their understanding through written responses, structured discussion, and vocabulary exploration. Teachers assess both fluency and comprehension, listening to pupils read and providing targeted support where needed.
• Phonics is assessed continuously through the Read Write Inc. programme. Half-termly assessments track each child’s progress in decoding and blending, allowing for flexible groupings. In Year 1, all pupils sit the Phonics Screening Check, with additional intervention for any pupils who do not meet the expected standard.
• In writing, teachers use the National Curriculum expectations to make judgements on writing outcomes. Writing is internally moderated across year groups and externally moderated (where applicable) to ensure consistency and accuracy of teacher assessment.
• At the end of KS1 and KS2, pupils complete the statutory SATs in reading, and in Year 6, teacher assessment of writing is submitted as part of end-of-key stage statutory requirements. Teachers draw on a range of evidence to make fair, secure judgements.
• Handwriting and spelling are assessed through both discrete tasks and written outcomes across the curriculum. Teachers monitor presentation, accuracy, and consistency, using year group expectations to inform next steps.
• Progress is celebrated through verbal praise, written feedback, sharing high-quality work with peers, and showcasing examples in displays and newsletters. Children are encouraged to recognise their own growth as readers and writers, fostering pride and motivation.
• Assessment data is tracked using the school’s systems to identify trends, inform interventions, and ensure every child is on a pathway to success. Pupils who are not yet meeting expected standards receive targeted support, while those ready for greater challenge are extended through deeper tasks and enrichment.

 

SEND support statement

At St Anthony’s, we are committed to ensuring that all pupils, including those with SEND, have full access to a rich and engaging English curriculum. Quality-first teaching is central to our approach, with lessons carefully planned and adapted to meet diverse learning needs and enable every child to succeed.

• Lessons are differentiated thoughtfully, with tasks scaffolded to provide appropriate challenge and support. This includes breaking down complex skills into manageable steps, offering sentence starters, word banks, and visual prompts to support writing and comprehension.
• Visual resources, concrete materials, and multi-sensory activities are integrated across English lessons to enhance understanding and engagement. For example, phonics sessions use manipulatives and actions from the Read Write Inc. programme, and handwriting sessions include guided modelling with Penpals resources.
• Pupils benefit from additional adult support when necessary, including targeted interventions and small-group teaching tailored to individual needs. This might include extra phonics practice, speech and language support, or small reading groups.
• We maintain high expectations for all pupils, encouraging independence and celebrating progress. Pupils are supported to build confidence in their reading, writing, and communication skills, fostering resilience and a growth mindset.