At Chapel Street, we believe that English is integral to all aspects of school life.  It is our intention when teaching the English curriculum that our pupils acquire the necessary knowledge, skills and understanding to become lifelong learners and linguists. We strive to ensure that all our pupils receive a well-rounded learning experience when reading, writing, speaking and listening, which will equip them with the fundamental tools to achieve, throughout their learning journey at Chapel Street Community Primary School.

We teach English, including phonics, reading and grammar every day so that the children can fully immerse themselves and have opportunities to reflect and build on prior learning.  Children follow a process which starts with Speaking and Listening and brings together the different strands of English in a meaningful, contextualised way.

The study of English develops children’s ability to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings.  Our bespoke English curriculum places value on the key skills of Oracy as children are encouraged to respond to texts and develop the ability to articulate their ideas.  Vocabulary is vital and the children learn that words are not only the building blocks of the sentences we craft, but a tool to express our ideas and emotions.

As part of our bespoke English curriculum, high-quality texts are carefully chosen to challenge and enchant the children, to thrill or to make them question; we believe passionately that children learn best when their learning has a context and are ‘hooked-in’. 

At Chapel Street, our vision is that every child becomes a successful, motivated reader with the vital skills they need to decode and comprehend, regardless of their starting point.  We value reading across the whole curriculum with high-quality, increasingly complex texts connecting ideas and relating topics.  We aim to provide all pupils with the fundamental skills to access texts across the entire curriculum as well as opening up new worlds for children and giving them the opportunity to explore new ideas, visit new places, meet new characters and develop a better understanding of other cultures.

  • Reading forms the backbone of our learning, with a wide range of high quality texts woven throughout every area of the curriculum, underpinning and enhancing teaching in every subject.
  • Our curriculum has a strong emphasis on learning and acquiring new vocabulary to allow children to understand what they have read and to express themselves more effectively.
  • Texts are chosen carefully with this in mind so that children are exposed to a rich and wide vocabulary, as well as a variety of genres, topics and diverse characters.
  • It is our intention to immerse pupils in the wonders of increasingly complex, diverse texts to instil a love for reading, a passion for discovery and a confidence to explore their imagination.
  • In Guided Reading lessons, skills are taught explicitly following the One Education Reading Gems to provide the children with strategies to answer questions coherently and confidently. 
  • These skills open the door to reading however, we believe passionately in helping children to develop not only the technical skill of reading, but to instil a love of literature and reading for pleasure. 
  • Children are able to select their own reading for pleasure book from our exciting, extensive, diverse library which each class visits weekly.  Reading is also encouraged with a carefully chosen selection of books and magazines for children to share during break and lunchtimes.
  • The whole school is a reading environment and the value we place on reading can be seen through high-quality, interesting displays, authors quotes and books throughout all classrooms, corridors and communal areas.
  • Studies have shown that reading has a huge impact on wellbeing, self-esteem, ability to cope in difficult situations, empathy and better sleep. 

Please see the documents below for a more detailed outline of our reading curriculum.

 EYFS Intent Reading

Reading Knowledge and Skills Progression Document DRAFT

Reading Policy DRAFT

Spelling Policy DRAFT

We aim to develop children’s ability to produce well-structured, detailed writing. The purpose and audience of the writing is shared with the children and they are provided with sufficient time to familiarise themselves with the structure of the text. Teachers use books, video clips and prepared WAGOLLs (What A Good One Looks Like) to provide focus to the two weekly cycle.  The children learn the features and the grammar content of the writing before they plan, write and improve their work. Particular attention is paid throughout the school to the formal structures of English: grammatical detail, punctuation and spelling. Every two weeks, the children will produce at least one extended piece of writing. Finally, a drafting and editing process takes place and children are taught that even the best authors do not get it right at the first time.

We are currently reviewing our writing curriculum and are further developing our writing teaching sequence. 

Please see the documents below for a more detailed outline of our writing curriculum.

Whole School Writing Long Term Plan

Writing Policy Draft

Handwriting Policy

In school, oracy is a powerful tool for learning; by teaching students to become more effective speakers and listeners we empower them to better understand themselves, each other and the world around them. It is also a route to social mobility, empowering all students, not just some, to find their voice to succeed in school and life. 

Through a high quality oracy education students learn through talk and to talk. This is when they develop and deepen their subject knowledge and understanding through talk in the classroom, which has been planned, designed, modelled, scaffolded and structured to enable them to learn the skills needed to talk effectively.

Oracy is not a programme to be completed one year and gone the next, or an extracurricular endeavour for a select few, but rather an essential facet of an effective, empowering and expansive education.