English

Curriculum Intent

Our English curriculum is designed so that every pupil becomes a fluent, confident reader, an effective writer and a thoughtful communicator. Rookery’s principle that ‘everything starts with a book’ gives pupils regular access to high-quality, diverse texts that build knowledge, imagination, vocabulary and enjoyment. We prioritise accurate and fluent reading because it is foundational to success in every subject. Writing is taught as a purposeful process in which pupils learn to generate, organise, draft, refine and present ideas for different audiences and contexts. Grammar, spelling and handwriting are taught explicitly and applied within meaningful writing. Speaking and listening are deliberately developed so pupils can articulate ideas, listen sensitively, debate, explain and build on the contributions of others. The curriculum is ambitious for all pupils and aims to create readers and writers who are curious, independent, precise and able to participate confidently in the next stage of education and in wider life.

Curriculum Implementation

English is implemented through a coherent programme of reading, writing, speaking and listening that develops strong foundations in communication and language before moving pupils towards increasingly fluent, confident and independent use of English. Pupils read widely across fiction, non-fiction and poetry, develop vocabulary and comprehension, and learn to write clearly and accurately for different purposes and audiences. Spelling, grammar, punctuation and handwriting are taught progressively alongside opportunities to speak, listen, discuss and explain ideas.

Learning is carefully sequenced from phonics and early reading through to increasingly sophisticated comprehension and independent writing. The school’s reading spine provides a progressive range of texts, supported by carefully selected curriculum reading. Reading knowledge and comprehension strategies are revisited in increasingly demanding contexts. Writing is developed through Talk for Writing, moving from oral rehearsal and engagement with high-quality models towards innovation and independent application. Grammar, spelling and handwriting build systematically on prior learning.

Reading is prioritised throughout the school. Pupils at the early stages of reading follow Read Write Inc, with additional support provided promptly where pupils are not keeping pace. Beyond phonics, teachers explicitly develop vocabulary, fluency and comprehension through modelling, questioning and discussion. Writing is taught through oral rehearsal, model texts, shared and guided writing, independent application and purposeful editing. Teachers check understanding and adapt teaching where necessary so that all pupils can build secure knowledge and apply their English skills across the wider curriculum.

Reading, Vocabulary & Oracy

Vocabulary and oracy are central to English. Teachers pre-teach and revisit ambitious vocabulary, model fluent reading and sentence construction, and create structured opportunities for pupils to discuss, retell, explain and debate. Reading aloud, partner talk and text discussion help pupils rehearse language before writing. Pupils learn to use evidence, speak audibly and adapt language to purpose and audience.

Inclusion & Adaptation

All pupils are entitled to the same ambitious English curriculum. Teachers adapt texts, questioning, scaffolds, oral rehearsal and the amount of guided practice to help pupils access learning. Early reading gaps are identified quickly and addressed through additional Read Write Inc practice or other targeted support. Pupils with SEND may receive adapted presentation, additional vocabulary teaching, repeated reading or assistive approaches while continuing to work towards the intended curriculum. Greater depth is developed through richer texts, more nuanced interpretation and increasingly independent writing choices.

Assessment

Teachers assess English continuously through listening to pupils read, discussion, questioning, written work, spelling and grammar application and independent writing. Read Write Inc assessments are used regularly to check decoding knowledge and group pupils at an appropriate point in the programme. Wider reading and writing assessments help teachers identify whether pupils are retaining knowledge and applying it independently. Assessment information is used to plan next steps, provide timely support and evaluate the effectiveness of curriculum sequencing and teaching.

Enrichment & Wider Opportunities

Reading for pleasure is promoted through classroom collections, school libraries, home reading, author and book-focused activities and shared reading with families. Curriculum texts introduce pupils to literature beyond their immediate experience and support cultural understanding. Writing is linked to authentic purposes and wider subjects so pupils can see literacy as a tool for learning, creativity and participation.

Curriculum Impact

Impact is evident when pupils read with fluency, confidence and enjoyment, comprehend increasingly complex texts and talk thoughtfully about what they have read. Pupils should write accurately and effectively for different purposes, drawing on a growing vocabulary and secure knowledge of spelling, grammar and punctuation. They should be able to plan, revise and improve their own work and communicate ideas clearly in speech. Leaders evaluate outcomes through reading and writing assessment, pupil discussion, work, lesson evidence and participation, checking that pupils who face barriers are gaining the knowledge and fluency needed to access the full curriculum.