English - Lane Green First School, Staffordshire
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Our English curriculum at Lane Green aims to ignite a child’s passion for reading, writing and the spoken word through exciting, stimulating experiences that broaden and extend their learning. We intend to immerse our pupils in a language and print rich environment; cover a variety of text types and genres; and give frequent reading, writing and speaking opportunities. Through our curriculum, children will develop the key skills needed to articulate themselves with passion and purpose in a modern world.


Within the English curriculum, we aim to develop children’s abilities to: 

  • read and write with confidence, fluency and understanding, using a range of independent strategies to self-monitor and correct.
  • have a love of books and read for enjoyment.
  • have an interest in new words and their meanings, using a growing vocabulary to articulate their spoken and written responses.
  • develop grammatical awareness and apply this appropriately in context.
  • understand a range of text types and genres and be able to write in a variety of styles and forms appropriate to the situation.
  • develop their powers of imagination, inventiveness and critical thinking.



Subject Organisation:

In Key Stages 1 and 2, the English Curriculum is based around the Primary National Curriculum (2014). In the Early Years Foundation Stage, the Statutory Framework for the Early Years Foundation Stage (2021) is followed, and delivered through the prime area ‘Communication and Language’ and the specific area ‘Literacy’.


The Early Years Foundation Stage offers an English rich environment in which stories are valued, celebrated and shared. The EYFS provides children with the daily opportunity to learn and apply systematic synthetic phonics in their reading and writing (please see our Phonics Vision for more information). Spoken language is likewise essential, and the EYFS team ensure that children develop their ability to articulate ideas through exciting experiences – whether imaginative and realistic. Letter formation and recognition results from careful implementation of our phonics scheme, and through continual provision that caters for the needs of children in a relevant and engaging manner.


During English lessons in KS1 and KS2, children are taught English in mixed ability classes, by their own class teacher. Differentiation is planned for and layered into each lesson through a progressive ‘Reach, Stretch and Challenge’ success criteria. This allows children to progress through increasingly challenging criteria during a lesson towards fully meeting their learning objective, and encourages them to take ownership of their progress in each lesson. Appropriate levels of challenge and support are put in place in each lesson, dependent on the needs of individual pupils. In their lessons, children may experience whole-class, shared or modelled activities; guided group work, or extended writing opportunities.


Approaches to Reading

Children are provided with:

  • Daily systematic, synthetic phonics provision in EYFS and Year 1 (please see our Phonics Vision for more information).
  • A new range of books that are well-matched to children’s phonics ability (EYFS/KS1) or reading fluency (KS2).
  • Regular whole-class reading lessons from Years 2 – 4, in which teachers provide pupils the opportunity to develop their word reading and comprehension skills in whole-class, paired and independent contexts. National Curriculum coverage is chosen according to pupils’ needs using the ‘VIPERS’ skills, which develop children’s Vocabulary, Inference, Prediction, Explanation, Retrieval and Summarisation/Sequencing abilities.
  • Independent reading opportunities during the school day.
  • Regular reading with an adult, such as a teacher, teaching assistant or volunteer.
  • Daily story, poetry and rhyme time, in which teachers share their love of carefully chosen texts (please see our ‘Reading Book List 2022-23 below’)
  • Inviting book corners, in which children are given regular access to a selection of carefully chosen fiction, non-fiction and poetry books from a range of authors.


Please note: Oxford Reading Tree currently forms the basis of our reading book selection and this has been supplemented by other schemes and publishers. Children are regularly assessed as to their reading fluency and provided with a carefully matched reading book from our collection which they take home to read. We carefully monitor engagement at home, encouraging parents to read with their children where engagement may not be forthcoming.


Approaches to Writing

Children are provided with:

  • Daily systematic, synthetic phonics provision in EYFS and Year 1 (please see our Phonics Vision for more information), in which pupils’ written application of their phonics is developed through carefully matched activities and dictated sentences.
  • Emergent writing opportunities in the EYFS, through directed teaching activities or as a result of continuous provision in class.
  • A range of carefully chosen fiction and non-fiction genres are studied throughout each year group to ensure breadth of learning and an opportunity for child to apply their skills. High quality texts and visual literacy prompts are used to engage children as well as model the use of different grammatical skills and writing techniques.
  • Well differentiated lessons to ensure inclusivity, high expectations and challenge.
  • Exciting and engaging ‘hooks’ for lessons, in which props, prompts or visitors inspire the children’s writing.
  • Regular shared and/or modelled writing within English lessons.
  • Guided writing opportunities within English lessons or other areas of learning.
  • Spelling, punctuation and grammar lessons, which are taught in the context of a unit of work and applied appropriately in English lessons and beyond.
  • Extended writing opportunities, which provide regular, independent opportunities to showcase both children’s success and their developmental needs.
  • Regular opportunities to write across the curriculum.
  • Working wall displays and more permanent grammar displays to share good examples of skills and any shared writing so that children can use this to support their independent work. These displays emphasise new vocabulary that has been explored in more detail.
  • Opportunities to develop their handwriting (see below).


Approaches to Handwriting

  • In EYFS and Year 1, children are given daily opportunities to practise letter formations linked to the GPCs being learned as part of our systematic synthetic phonics scheme (please see our Phonics Vision for more information).
  • In Year 2 and KS2, children’s letter formations are assessed and addressed appropriately, with children then taught to join their handwriting according to the Twinkl handwriting scheme.


Phonics and Spelling

Early Years Foundation Stage and Year 1 use our new ‘Floppy’s Phonics’ scheme to teach systematic, synthetic phonics on a daily basis. Through this scheme, children revisit, teach, practise and apply their understanding of phonemes and their grapheme/phoneme correspondents in a progressive manner, as well as spelling rules and common exception words (for both reading and spelling). For more information, please see our Phonics Vision.

In Years 2, 3 and 4, for those children with secure phonic knowledge, a year group specific Spelling Shed scheme is followed. This scheme supports children’s application of spelling rules and their learning of common exception words. Children’s learning of spelling skills is supplemented through use of the Spelling Shed app, with teachers setting regular tasks, related to recent learning, for children to complete at home or through intervention in school.


Approaches to Speaking and Listening

Speaking, listening and drama permeate the whole English curriculum and beyond. Teachers plan daily opportunities, during which children are encouraged to develop effective communication skills in readiness for later life, as they listen and collaborate in an effective and respectful way and think deeply about others’ ideas and perspectives.


English – Progression in Reading
English – Progression in Writing
English Offer – EEF research
English – Curriculum vision ENGLISH
English – Curriculum vision PHONICS