St Hilda’s CE Primary School

Your new design will be uploaded in:
Please contact Delivery Team on
0113 3200 750 if you have any queries.



We believe that a high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and, through their reading and listening, others can communicate with them. Through reading, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society. 

Our Aims  

The overarching aim for English is to 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. 

Our teaching of English aims to ensure that all pupils: 

  • Read easily, fluently and with good understanding
  • Develop the habit of reading widely and often, for both pleasure and information
  • Acquire a wide vocabulary and 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; 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

Statutory Requirements  

Statutory requirements for the teaching and learning of English were laid out in the National Curriculum (2013) and in the Communication and Language and Literacy sections of the Statutory Framework for the Early Years Foundation Stage (2017) and, from September 2021, the reformed EYFS framework. 

The National Curriculum is divided into 3 key stages: Key Stage 1 (Years 1 and 2) Lower Key Stage 2 (Years 3 and 4) and Upper Key Stage 2 (Years 5 and 6). By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. The National Curriculum 2014, gives detailed guidance of what should be taught at each Key Stage under the following headings: 

  • Spoken Language
  • Reading ‐ word reading, comprehension
  • Writing – transcription, spelling, handwriting and presentation composition
  • Grammar

Knowledge in English

Knowledge in reading refers to the understanding and application of effective reading strategies. When these reading strategies are secure and reading is fluent and automatic, children are able to interpret and evaluate a range of literature (see reading rationale). In writing, knowledge refers to the understanding and application of grammatical, structural and linguistic features. Our planning and teaching builds on children’s knowledge and allows opportunity for deliberate practice, e.g. use of grammatical, structural and linguistic features, Once this knowledge is secure and fluent, children can apply this knowledge to a range of purposes and evaluate written text.

Substantive knowledge

In reading, substantive knowledge is the ability to decode and sight read words. This allows children opportunities to read for pleasure, including reading and reciting poetry, and develop their vocabulary. Children are then able to apply their knowledge of reading strategies to comprehend a range of texts. In writing, substantive knowledge is the ability to effectively plan, draft, and construct writing for different purposes. When constructing writing, this involves knowledge of structural, grammatical and linguistic features as well as knowledge of handwriting and spellings. Through deliberate practice, this substantive knowledge becomes automatic and fluent leading to mastery and an alteration of the long term memory.

Disciplinary knowledge

In reading, the disciplinary knowledge is the interpretation and comparison of themes and conventions, using text to back up arguments and discussions and evaluating the intentions of the author (see reading rationale).
To reach these goals, we have;
A well-organised and engaging library which has a large variety of books to engage and interest our reader.
Reading leaders are established to allow pupils to share their love of reading and to discuss what they have read in a relaxed and encouraging environment.
Reading activities are a regular part of our homework timetable.
All classes have access to an exciting and inviting ‘Reading Nooks’‘ so that children have a calm and relaxing space in which to enjoy reading.
All classes take time out of the week for children to read for pleasure, making their own choices about texts.
All classes make time for a class story or novel. This encourages enjoyment of reading and also gives children the opportunity to hear expression, intonation and use of punctuation modelled to them.

Our curriculum is ambitious and gives ALL learners the knowledge and cultural capital they need to succeed in life. We have taken a holistic approach to reading within school, placing it at the heart of everything that we do. This approach of equity reflects our determination to give ALL our pupils, particularly the most disadvantaged, the knowledge and experience to accumulate the cultural capital necessary to succeed in life in modern Britain and beyond. Our curriculum is coherently planned and sequenced. We believe that it is the right of every child to have access to an exciting, engaging and innovative English curriculum which enables and empowers children’s written and oral communication and creativity. A high quality English curriculum should develop children’s love of reading. We aim to inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often. The books and poetry that we will use in school are carefully chosen to give our pupils experience of rich and exciting vocabulary. We have carefully constructed a reading diet for our pupils that is ambitious and that will immerse them in a rich literary heritage, reflecting the best that has been thought and said. Our reading curriculum is designed to empower, engage and encourage children to develop a love of reading.

We recognise the importance of cultivating a culture where children take great pride in their writing can write clearly and accurately and adapt their language and style for a variety of purpose and audiences. 

We want to inspire children to be confident in the arts of speaking and listening, so that they can engage fully in discussions and debates.
We believe that a thorough grasp of literacy skills is crucial for full access to the rest of the curriculum and that it gives children the tools to participate fully as a member of society. 

We are determined for ALL learners to reach their full potential, and for our pupils to know more and remember more. We adapt our planning to address misconceptions, gaps in knowledge and forgotten knowledge.

At our school we teach English to all children, whatever their ability and individual needs. Through our teaching we provide learning opportunities that enable ALL pupils to make good progress. We strive to meet the needs of those pupils with special educational needs,those with disabilities, those who are achieving more highly and those with English as an additional language. We use high quality teaching in the first instance, and adapt our teaching so that he curriculum is accessible to all learners, no matter what their barriers to learning are.

Where pupils require additional or different provision, interventions are put in place.

Adaptations CLICK HERE