English Curriculum

Intent

At St. Mary's, we believe that a rich and ambitious English curriculum is fundamental to pupils’ success across all areas of learning. We aim for every child to become a confident reader, an expressive writer, an articulate speaker, and an active listener. We recognise that proficiency in English enables pupils to access the full curriculum, communicate effectively, and participate meaningfully in the wider world.

Our English curriculum is designed to:

  • Ensure every child becomes a fluent, accurate reader who develops a lifelong love of reading.

  • Inspire confident writers who can communicate ideas clearly and creatively for a range of audiences and purposes.

  • Develop articulate, thoughtful speakers and attentive listeners through structured oracy teaching.

  • Build secure knowledge of spelling, grammar, and vocabulary so pupils can write with precision and control.

  • Provide equitable access for all learners, including those with additional needs and those who join mid-year.

Our curriculum is built around high-quality, research-informed programmes:

Each programme has been carefully selected to ensure coherence, continuity, and progression from Early Years to Year 6, and to align with the expectations of the National Curriculum.

Implementation

Phonics

Early reading is taught through the Read Write Inc. (RWI) programme in Early Years and Key Stage 1.
Further details can be found on our Phonics (Read Write Inc.) page.

Reading

We follow Ready Steady Read, a structured reading programme that builds fluency, comprehension, and enjoyment.

  • Pupils engage with a diverse range of high-quality texts that develop vocabulary, cultural awareness, and empathy.

  • Reading comprehension is explicitly taught through strategies that develop retrieval, inference, prediction, and summarising skills.

  • Whole-class and group reading sessions support discussion and higher-level thinking.

  • Reading for pleasure is actively promoted through class libraries, author events, and reading challenges.

Further information is available on our Reading page.

Writing

Writing is taught through the Ready Steady Write programme, which provides a consistent, high-quality framework for developing writers from Early Years to Year 6.

  • Lessons are built around high-quality model texts that inspire creativity and expose pupils to a range of genres and authorial styles.

  • Grammar, punctuation, and vocabulary are taught explicitly within the context of authentic writing.

  • Pupils follow a clear process of planning, drafting, revising, and editing, leading to polished and purposeful written outcomes.

  • Handwriting, spelling, and presentation are taught systematically to ensure accuracy and pride in work.

Find out more on our Writing page.

Spelling

We use Ready Steady Spell, a structured and progressive programme that consolidates and extends pupils’ knowledge of phonics, spelling rules, and morphology.

  • The scheme builds on Read Write Inc. foundations and develops understanding of patterns, prefixes, suffixes, and etymology.

  • Lessons are interactive and multisensory, enabling pupils to apply spelling knowledge confidently in their writing.

  • Regular assessments identify pupils who require additional support or consolidation.

You can read more on our Spelling page.

Oracy

Our oracy curriculum, delivered through the Voice 21 framework, underpins all aspects of English and supports pupils in becoming confident, reflective communicators.

  • Pupils are taught to speak clearly, listen actively, ask thoughtful questions, and engage respectfully in dialogue.

  • Oracy strategies are embedded across subjects, promoting reasoning, debate, and performance.

  • Structured discussion, presentation, and performance opportunities enable pupils to develop vocabulary, confidence, and empathy.

For further details, see our Oracy page.

Leadership and Monitoring

The English Subject Leader provides strategic oversight of reading, writing, spelling, and oracy, ensuring consistency and high expectations across all phases.

Leadership responsibilities include:

  • Regular monitoring of lessons, book looks, and pupil voice to evaluate teaching quality and curriculum impact.

  • Half-termly analysis of reading and writing data to inform targeted support and intervention.

  • Professional development for staff, including internal training and collaboration with external partners such as Ruth Miskin Training and Voice 21 networks.

  • Coordination of cross-curricular literacy initiatives to strengthen English across the whole curriculum.

Senior leaders and governors receive termly reports on progress and attainment in English, ensuring accountability and sustained improvement.

Impact

Pupils at St.Mary's leave Key Stage 2 as confident, articulate, and literate learners who can:

  • Read fluently with understanding and enjoyment.

  • Write effectively for a range of audiences and purposes.

  • Speak and listen with confidence, respect, and reflection.

  • Apply accurate spelling, grammar, and vocabulary across all subjects.

Progress is monitored through ongoing teacher assessment, termly moderation, and formal end-of-year reviews. The success of our English curriculum is reflected in pupils’ achievement, their engagement with reading and writing, and their ability to communicate effectively in diverse contexts.