All the skills of language are essential to participating fully as a member of society.  At Grove Street we provide a high-quality education in English which teaches pupils to speak and write fluently so that they can communicate their ideas and emotions to others and others can communicate with them. We 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.

Communication and Language in the Early Years is developed through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others.

 The Early Years Foundation Stage has three strands within it that focus on Communication and Language:

  • Listening and attention
  • Understanding
  • Speaking

The National Curriculum for English aims to ensure that all pupils in:

  • 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. 


Spoken language underpins the development of reading and writing.

Pupils should:

  • Develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write.
  • Develop  a capacity to make  their thinking clear to themselves as well as to others
  • Develop an understanding of and use the conventions for discussion and debate.
  • Participate in and gain knowledge, skills and understanding associated with the artistic practice of drama.
  • Adopt, create and sustain a range of roles, responding appropriately to others in role.
  • Have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.



The programmes of study for reading at key stages 1 and 2 consist of two dimensions:

  • word reading
  • comprehension (both listening and reading).


The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

  • transcription (spelling and handwriting)
  • composition (articulating ideas and structuring them in speech and writing)



Our Approach to Teaching English at Grove Street Primary School

The English Curriculum is delivered mainly using lesson sequences and resources from Pathways to Write (in Key Stage 20 and Read Write Inc (in EYFS and KS1).

Daily English lessons are taught in KS1 and KS2 where children are taught literacy in mixed ability classes.  Differentiation is planned for across the school, and appropriate challenge and support put in place to meet the needs of all learners. Focus Groups of learners in Reading and Writing and Spelling are identified by class teachers for afternoon interventions delivered by teaching assistants.

 Approaches to Speaking and Listening

Opportunities are provided for:

  • Oral rehearsal of writing for developing writers.
  • Use of role-play and stepping into the shoes of a character.
  • Collaborative approaches to tasks, enabled through talk and negotiation.
  • Exploring events and situations through Drama such as freeze-framing and conscience alley.
  • Recitation of published poems or class compositions. 

Approaches to Writing

Opportunities are provided for:

  • Writing in EYFS/KS1 through Read Write Inc and Pathways to Write in KS2.
  • Shared Writing – within the English lesson and to scaffold the unique characteristics of each genre of writing.
  • Guided Writing/Independent Writing - within the English. lesson or other areas of learning.
  • Extended writing across the curriculum. 
  • Grammar and punctuation embedded in teaching of Writing, as well as individual GPS sessions to focus on a particular element of the curriculum. 
  • Spelling - 15 minute daily sessions using Read Write Inc Spelling to ensure a consistent transition between Year 2 and 3.
  • Handwriting.
  • Cursive single letter formation should be taught as soon as possible in Reception or Year 1. Joined handwriting should be taught to most learners by the end of Year 2.
  • By upper Key Stage 2, children who have mastered legible joined handwriting should be allowed to develop their own style.
  • Evaluating own writing and suggesting areas for improvement through self and peer assessment.

Approaches to Reading

Opportunities are provided for:

  • Shared reading within English lessons and at other times of the day.
  • Guided reading - where tracking of every child’s reading is recorded by the class teacher. This should be offered at least once a week to every child in Reception to Year 2, but may be less frequent in Key Stage 2, where teaches might utilise whole class guided reading sessions. 
  • Independent reading – daily across Key Stages One and Two.
  • Termly assessment using Star Reader.
  • Regular comprehension and vocabulary quizzing through Accelerated Reader.
  • Learning to read, spell and apply punctuation and grammar through EGPS, Phonics or Support for spelling lessons every day.
  • Reading aloud modelled by an adult with challenging titles from Pathways to Write or by teacher selection.
  • Use of the Class Book Corner to promote love of reading and support all learning.
  • Reading buddies.
  • Reading to act out play scripts or recite poetry.

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