English / Reading


The National Curriculum (2014) forms the basis for all subject teaching ensuring continuity and progression in an age-related curriculum. In addition, teachers make sure the content is relevant and stimulating by delivering through themes and topics. Our English curriculum has been developed to recognise the importance of English in every aspect of daily life and to develop children’s love of reading, writing and discussion. We recognise the importance of nurturing a culture where children love to read, take pride in their writing and can clearly and accurately adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and to be able to use discussion to communicate and further their learning. Our intent is to enable children to:

• Read easily, fluently and with good understanding

• Develop the habit of reading widely and often, for both pleasure and information

• Appreciate our rich and varied literary heritage

• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

• Use discussion in order to learn; they should be able to elaborate and clearly explain their understanding and ideas

• Become competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.



The school uses the 2014 National Curriculum and EYFS Curriculum for directing the teaching of English. At Keevil we have invested in high-quality training for staff in the Little Wandle  synthetic phonics programme.  Within these daily sessions, the children begin by hearing and saying the sounds in words and then learn the codes (letters) that create each sound. This is their foundation in both reading and writing. In the Early Years and Year 1 classes, the children will take home books to consolidate the code/sound they are learning in each unit. They will also take home a book for challenge and one for pleasure. The children continue in this way until their teacher feels they are ready to read more complex texts. From year 2-6 the children move onto the Read Write Inc spelling program which builds on the phonics learnt previously.

We have a daily reading session in years 1 to 6. This ensures that reading is explicitly taught every day using ambitious, but age related texts, through a whole class approach. We are developing a focus on vocabulary to ensure the children are exposed to a wide variety of words to increase their own understanding and breadth of vocabulary. The intention is that by the Summer term 2022 all classes will be using a consistent approach to developing the children’s vocabulary skills.

As a school, we have planned a robust, creative and engaging curriculum to deliver the National Curriculum English objectives.  Both reading and writing teaching and learning is delivered through the study of a key, high-quality text each half term.  

To ensure accurate assessment we use a range of approaches, from teacher assessment of children's work in class to the use of formal tests such as SATS and NFER.  We also use specific diagnostic tests if we feel a child's knowledge and understanding needs to be explored in more depth.  This rigorous and robust approach allows teachers to plan the next steps for individuals effectively to promote progress and attainment.

Teachers have high expectations through teaching to the appropriate yearly objectives and set work appropriate to the needs of the children in their class. The structure of the lessons is carefully considered, including opportunities for returning to, and expanding on prior knowledge, teaching, modelling and discussion to aid understanding and support children in their independent tasks.

Teachers create a positive reading culture in school, where it is promoted, enjoyed and considered ‘a pleasure’ for all pupils.

• Promotion of reading through teachers reading out loud regularly to their class

• Pupils in EYFS and KS1 to have daily phonics sessions, following Little Wandle.

• Years 2-6, to use Read Write Inc scheme, delivering daily sessions.

• Whole Class or Guided Reading sessions in all classes.

• Pupils are being encouraged to be adventurous with vocabulary choices.

• Pupils to acquire strategies to enable them to become independent learners in English (spelling rules and patterns and how to tackle unfamiliar words when reading).

• Pupils to discuss and to present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates.

• Working Walls – all classes aiding pupils and guiding them through the process of Reading and Analysing, Gathering Content, Planning and Writing.

• Vocabulary promoted through displays in class, all curriculum areas, enhancing and encouraging a wider use of vocabulary.

• Vocabulary mats to be used where needed and thesauruses and dictionaries which are easily accessible for pupils to use.

• Teaching a range of genres across the school (progressing in difficulty) both in English and other curriculum areas; resulting in pupils being exposed to, and knowledgeable about, literary styles, authors and genres.

• They can express preferences and give opinions, supported by evidence, about different texts.

• Displays of work, in class, & shared areas , giving a purpose and audience, to encourage pride in work and to show that work is valued

• Reading and writing events (throughout the year) to encourage and promote enjoyment and opportunities to develop lifelong learning.



As we believe that reading is key to all learning, the impact of our reading curriculum goes beyond the result of statutory assessments. Children have the opportunity to enter the wide and varied magical worlds that reading opens up to them. As they develop their own interest in books, a deep love of literature across a range of genres cultures and styles is enhanced.

Through the teaching of systematic phonics and reading enquiry, our aim is for children to become fluent and confident readers who can apply their knowledge and experience to a range of texts through the Key Stage 2 curriculum.

As a Year 6 reader, transitioning into secondary school, we aspire that children are fluent, confident and able readers, who can access a range of texts for pleasure and enjoyment, as well as use their reading skills to unlock learning and all areas of the curriculum. We firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments.

In addition to this:

  • Parents and carers will have a good understanding of how they can support reading at home, and contribute regularly to home-school records.
  • The % of pupils working at age related expectations and above age related expectations within each year group will be at least in line with national averages and will match the ambitious targets of individual children.
  • There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged)  

For more information about your child's phonics, please follow the link:


Some useful information about the Little Wandle Programme can be found below:
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