English Policy
Reading progression of skills
Writing progression of skills

Our goal for English education is that children will be able to speak, read and write fluently so that they can communicate their ideas and emotions to others, through the ‘big ideas’: 




The aim of our English curriculum is to develop pupils’ abilities within an integrated programme of Speaking & Listening, Reading and Writing. Following the national curriculum, and combined with our ‘golden threads’ of learning, we have created a personalised curriculum of Reading and Writing for the Children of Grimsargh St Michael’s C of E Primary School. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach across the curriculum, with opportunities to deepen their learning and consolidate and reinforce taught English skills.

At Grimsargh St Michael’s C of E Primary school, we aim for the children to be able to ‘Promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.’
(National Curriculum 2014- Department for Education).

We aim to ensure that all pupils:
• read easily, fluently and with good understanding
• develop the habit of reading widely and often, for both pleasure and information
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic
conventions for reading, writing and spoken language
• appreciate our rich and varied literary heritage
• write clearly, accurately and coherently, adapting their language and style in and for a range
of contexts, purposes and audiences
• use discussion in order to learn; they should be able to elaborate and explain clearly their
understanding and ideas
• are competent in the arts of speaking and listening, making formal presentations,
demonstrating to others and participating in debate.
(Taken from the National Curriculum for English Key Stage 1 and 2 2014- Department for Education).

Statutory requirements
Statutory requirements for the teaching and learning of English are laid out in the National Curriculum English Document 2014.

In the Foundation Stage, children should be given opportunities to:
• speak and listen and represent ideas in their activities;
• use communication, language and literacy in every part of the curriculum;
• become immersed in an environment rich in print and possibilities for communication.

At Key Stage One (Years 1 and 2), children should learn to speak confidently and listen to what others have to say. They should begin to read and write independently and with enthusiasm. They should use language to explore their own experiences and imaginary worlds.

At Key Stage Two (Years 3-6), children should learn to change the way they speak and write to suit different situations, purposes and audiences. They should read a range of texts and respond to different layers of meaning in them. They should explore the use of language in literary and non-literary texts and learn how the structure of language works.

Join us on our Reading Journey…

As one of our school improvement priorities, reading is a key development focus for our school. 
Our objective is ‘to develop a reading environment and reading culture across the school community’ which will support out aim ‘to encourage all children to be lifelong readers’.

Our actions for 2021-22: 

  • To develop inviting, interactive and inspiring whole-school reading areas that are utilised by all children.
  • To develop inviting, interactive and inspiring reading areas in each classroom.
  • To provide structured and targeted interventions for children who are identified as needed additional support with reading.
  • To develop our whole-school reading culture.
  • To ensure high quality guided reading sessions are taking place weekly for all children.
  • To strengthen reading links between home and school.
  • To keep up to date with national phonics updates and ensure all children receive high quality phonics sessions and intervention programs.
  • To prioritise the teaching of vocabulary in reading, writing and the wider curriculum.


Every class, every day, enjoy ‘TRIC’ Time (Teaching Reading in Class) after lunch for 10 minutes. This is a positive, pleasurable time for children to listen to a novel, poem, story or non-fiction text.
As well as this, there are many benefits of reading a whole class text:
• Encountering new words and enriching vocabulary – you experience words that would almost never come up in conversation.
• Helps students appreciate the beauty and rhythm of language.
• Children can enjoy and understand texts beyond their own reading ability.
• Enhances imagination and observation skills.
• Improves critical and creative thinking skills.
• Expands a student’s general knowledge and understanding of the world.
• Empathy is developed as they make connections with the experiences of the characters in the text and with each other.
• Fluent, expressive reading is modelled.
• Enables them to make meaning from more complex texts.
• Conditions the brain to associate reading with pleasure.
• Plants a desire to read.

Please access our school reading page to help support the development of reading at home with your child: Reading


High quality teaching and learning of Phonics and early reading is at the heart of our curriculum. We use a consistent, systematic and vigorous approach using Letters and Sounds to the teaching of synthetic phonics across Early Years and Key Stage 1 (and for those children who require continuity of Phonics provision in Key Stage 2). Check out our Phonics page for more information, resources and support for parents: Phonics