Intent

At The Grange Academy, we have designed our English curriculum to provide pupils with a high-quality, diverse, and enriching education that equips them to speak, read, and write fluently, enabling them to communicate confidently and effectively with others. Our English curriculum is underpinned by our Learning for Life vision and is driven by the needs of our unique school community, ensuring that all pupils develop the skills, knowledge, and enthusiasm to thrive as lifelong learners.

We acknowledge the importance of addressing the specific needs of our pupils, and so we prioritise the following key areas within our English curriculum:

1. Developing spoken language and vocabulary:
   • We place a strong emphasis on oracy and vocabulary development to ensure pupils can articulate their thoughts clearly, express themselves confidently, and engage in meaningful discussions.
   • Initiatives such as the Oracy Cup and speaking and listening opportunities during lessons are used to support the development of language skills and build confidence in public speaking.
2. Expanding pupils’ life experiences and cultural understanding:
   • Our curriculum exposes pupils to a rich and diverse range of texts, including works from different cultures, backgrounds, and time periods. Through reading and writing, pupils broaden their horizons and deepen their understanding of the wider world.
   • Trips, author visits, and immersive experiences are used to connect pupils’ learning to real-world contexts and inspire a love for literature.
3. Developing a love of reading and reading for pleasure:
   • Reading is at the heart of our curriculum. We aim to foster a culture of reading for pleasure through initiatives such as Readathons, Reading Raffle Tickets, our new school library, class reading corners, and whole-school reading events.
   • By exposing pupils to high-quality texts that reflect diverse voices and experiences, we aim to inspire them to become lifelong readers with an appreciation for the joy and power of literature 
4. Developing a love of writing:

• We believe that every child is a writer.
• We are passionate about developing every child’s knowledge, motivation and confidence in their writing.

Through the systematic teaching of skills that build on prior knowledge and ensure progression, we strive for all pupils to:

• Read with fluency, understanding, and purpose, enabling them to access learning across the curriculum and navigate the world around them.
• Write with confidence, creativity, and accuracy, demonstrating a strong grasp of spelling, grammar, and punctuation while developing their own authorial voice.
• Speak and listen with clarity, confidence, and respect, using language effectively to express ideas, build relationships, and participate fully in discussions and debates.

By providing a curriculum that is ambitious, inclusive, and tailored to our pupils’ needs, we aim for every child to leave The Grange Academy as confident, skilled, and enthusiastic communicators, ready to succeed in the next stage of their education and in life beyond the classroom.

Implementation

At The Grange Academy, our English curriculum is delivered through a structured, progressive, and engaging approach that equips pupils with the skills to read, write, and communicate fluently. It is underpinned by high expectations, excellent teacher modelling, and carefully chosen schemes and strategies to meet the needs of our pupils.

Reading

Reading is central to our English curriculum, with a focus on developing comprehension skills, fluency, and a love of reading.

1. Guided Reading (Complete Comprehension):
   • Pupils receive daily Guided Reading lessons following the Complete Comprehension scheme. This structured programme develops reading comprehension by focusing on specific skills in a clear two-week cycle.
   • Lessons involve:
     • Exploring and discussing key vocabulary.
     • Developing comprehension skills through modelling, targeted skill practice, and test-style questions.
     • Fun and interactive activities to deepen understanding and engagement with texts.
   • Skills such as prediction, retrieval, inference, and summarising are explicitly taught, modelled, and practised to ensure pupils gain confidence and mastery in comprehension.
2. Reading Practice:
   • Pupils are expected to read at home at least 5 times per week, which is tracked through reading records.
   • Pupils read colour-banded books appropriate to their reading level, assessed regularly through reading book trackers to ensure progression.
   • Identified groups of pupils are listened to by adults several times per week to support fluency, confidence, and individual needs.
   • Lexia Gold to support identified groups of students across the school.
   • A few children who still require phonics support receive targeted and regular phonics intervention through a structured synthetic phonics programme. 
3. Reading for Pleasure:
   • A culture of reading for enjoyment is fostered through:
     • Class texts read aloud by teachers.
     • Fortnightly AIR (All Independent Reading) sessions.
     • Engaging library spaces, class reading corners, and whole-school events such as author visits, book fairs, and reading challenges.

Writing

As of February 2026, we are following HFL Education’s ESSENTIALWRITING as the basis of our writing curriculum for Years 3-6. This is an ambitious and progressive writing scheme which provides our children with opportunities and tools to write for a range of specific purposes and authentic audiences. As a result, our children feel inspired and ready to write high-quality outcomes within the classroom but also have the knowledge, strategies and confidence to choose to write in their own lives.

Each year group has 13-16 teaching units, all of which use diverse and high-quality literature as good examples of writing craft and to help to motivate or inspire children to write.

ESSENTIALWRITING is fully aligned with the National Curriculum for English including writing composition, vocabulary, grammar & punctuation for each year group.  Each writing unit is progressively structured and centred around the different writing purposes: to entertain; to inform; to persuade and to discuss.

Follow this link to access the statutory content of the English objectives within the National Curriculum: English programmes of study: key stages 1 and 2 (publishing.service.gov.uk).  The information below outlines our approach to the teaching of writing in each year group, which encompasses the teaching of the statutory content as outlined within the National Curriculum for writing for key stage two.

Year THREE

In Year 3, the children consolidate their understanding of writing to entertain and to inform. They will be introduced to writing to persuade for the first time. In doing so, they will develop a keener awareness of the reader, by considering how to move and convince their audience to act and/or change their mind.

They will encounter new genres, such as personal narratives (memoirs), fables, persuasive speeches and other sub-genres of poetry (such as calligrams and kennings), and revise their genre knowledge of instructions, letters and non-chronological reports. They will revisit learning from their infant school to ensure that they are familiar with simple sentence structure and build upon this by using a greater range of conjunctions to join their ideas in writing.  Accurate punctuation of dialogue is introduced in Year 3, along with the use of prepositions and adverbs to tell the reader when, where and how things happened.  Children in Year 3 will also learn how to structure their writing, by including paragraphs and/or headings and subheadings to support the reader to navigate the writing more effectively. 

Year FOUR

In Year 4, the children continue to write to entertain and inform their readers and consolidate their knowledge of writing to persuade.  They will encounter new genres, such as newspaper reports and travel leaflets, and revise their understanding of familiar genres (such as an explanation or non-chronological report) and apply more sophisticated language choices.  Learning from Year 3 will be revised and consolidated regularly within writing lessons, to ensure that children are confident with using a range of vocabulary and punctuation to support their intended effect on the reader.  Children in Year 4 are also taught about a greater variety of ways to begin sentences, such as with a fronted adverbial to link back to a previous sentence or paragraph and/or to move the writing on for the reader.  A greater range and/or usage of punctuation is taught in Year 4, such as the use of a comma to separate groups of words or phrases within a sentence and the use of an apostrophe to signify plural possession.  Dialogue punctuation is reviewed to include the use of paragraphing and commas before a reporting clause.  Children in Year 4 are also taught about a wider range of figurative language techniques, such as personification and metaphor.

Year FIVE

In Year 5, the children are introduced to writing to discuss for the first time.  They will also spend time writing to entertain, inform and persuade, and enjoy building upon their knowledge of these writing purposes, selecting from a wider range of sophisticated language choices based on their intended effect on the reader.  Children in Year 5 will be encouraged to continually review and refine their writing, based on their understanding of how to use and manipulate grammar and vocabulary to achieve their desired effect.  A wider range of punctuation is introduced in order to achieve this, including the use of brackets, dashes and commas for parenthesis, as well as colons to introduce a list or set up a dramatic surprise or pause for the reader.  The children are encouraged to focus on cohesion for the reader (making sure that the ideas within the writing link and flow) within and across paragraphs.  They are introduced to a further variety of genres, such as a biography, an advertising campaign and reviews, whilst continuing to refine their ability to craft high-quality narrative and poetry.  They will also learn about the use of further figurative language techniques, such as the use of assonance within poetry.

Year SIX

In Year 6, the children will continue to write for a range of purposes and audiences, making judicious choices about their vocabulary, grammar and punctuation based on their intended effect on the reader.  Children in Year 6 will be encouraged to experiment with their sentence structure, according to the needs of their reader, and be introduced to more sophisticated grammatical choices, such as the passive voice and subjunctive form.  The range of formality required for the audience will also become a significant element of the children’s decision-making process.  Along with the range of punctuation already taught across the primary phase, children will practise how to use semi-colons, colons and dashes to mark the boundaries between independent clauses.  In order to ensure that the children can be independent writers and showcase their talents for writing, they are provided with time and choice to support their selection of subject matter within their compositions and apply their learning within extended written outcomes. We supplement the HfL scheme with other writing projects throughout the year.

Handwriting

We follow the LetterJoin, a comprehensive, whole-school handwriting scheme to teach joined-up writing. It utilises interactive animations, worksheets and provides a consistent cursive font which we use across the curriculum. The programme focuses on improving letter formation, joining techniques, and handwriting fluency:

• Pupils practise handwriting three times per week on a journey toward developing fluent, cursive handwriting.
• High standards of presentation are expected in all work, with teachers modelling excellent handwriting consistently.

Spelling

Spelling is taught systematically and regularly:

• Pupils are taught spellings discretely each week following the Purple Mash Spelling Scheme, which provides clear progression and practice opportunities.
• Pupils practise their weekly spellings through a combination of class activities and home learning via their Purple Mash login.
• Weekly spelling tests take place through dictation tasks, where pupils apply their spellings in context.
• Teachers carefully monitor progress, identifying pupils who require additional support and adapting teaching as necessary.

For pupils who are still developing their phonics knowledge, targeted small-group interventions are delivered throughout the week using Forward with Phonics. An experienced support staff team ensures these pupils make the important progress required to access KS2 spelling expectations.

Literacy Across the Curriculum

Literacy skills are embedded across the wider curriculum to provide meaningful contexts for reading, writing, and speaking. For example:

• Reading: Pupils read non-fiction texts in history, science, and geography to build background knowledge.
• Writing: Opportunities for extended writing in subjects such as history, geography, and science develop cross-curricular skills.
• Speaking and Listening: Oracy is promoted through activities such as debates, presentations, and the Oracy Cup, helping pupils articulate ideas and develop confidence in public speaking.

Modelling and High Expectations

Teachers model high-quality reading, writing, and speaking at all times. Pupils are expected to produce work that meets high presentation standards and to take pride in their learning. Teachers provide clear success criteria and examples, ensuring all pupils understand the expectations and are supported to achieve their best.

Assessment and Monitoring

• Formative Assessment: Teachers use questioning, retrieval activities, and written outcomes to assess understanding within lessons.
• Summative Assessment: Regular assessments track progress in reading, writing, and grammar, ensuring targeted support for individuals and groups.
• Feedback: Pupils receive regular, specific feedback to address misconceptions, celebrate achievements, and set next steps for improvement.

By delivering a well-structured, engaging, and rigorous English curriculum, we ensure pupils leave The Grange Academy as confident readers, writers, and communicators who are ready to embrace learning and succeed in the next stages of their education and life.

Impact

At The Grange Academy, the impact of our English curriculum is evident in the confident, articulate, and enthusiastic learners we develop. Through a structured, engaging, and inclusive approach, pupils leave our school as fluent readers, expressive writers, and effective communicators, fully equipped to thrive in the next stage of their education and beyond.

The impact of our English curriculum is demonstrated as pupils:

1. Read with confidence, fluency, and comprehension:
   • Pupils develop a lifelong love of reading and a habit of reading regularly for pleasure and purpose.
   • Through high-quality teaching, Complete Comprehension, and structured reading practice, pupils are able to read fluently, retrieve key information, infer meaning, and discuss texts confidently.
   • Pupil progress is measured through reading trackers, regular Guided Reading assessments, and monitoring of home reading via reading records.
   • Pupils are exposed to a variety of texts and have exposure to a well-stocked library.
2. Write with clarity, creativity, and accuracy:
   • Pupils demonstrate a strong grasp of spelling, grammar, and punctuation, applying these skills in a variety of genres and for different purposes.
   • The Write Stuff (Years 3 and 4) and tailored writing lessons (Years 5 and 6) ensure pupils are inspired to write with enthusiasm and develop stamina for extended writing.
   • Pupils produce high-quality writing with excellent presentation, reflecting the focus on handwriting, with visible progress toward fluent cursive script.
3. Develop excellent spoken language and vocabulary:
   • Pupils speak with confidence and clarity, using ambitious vocabulary developed through explicit teaching and class discussions.
   • Through initiatives such as the Oracy Cup, debates, and presentations, pupils become confident communicators who can articulate ideas and opinions effectively.
   • Vocabulary acquisition enhances reading comprehension and writing, ensuring pupils express themselves with accuracy and creativity.
4. Make connections across the curriculum:
   • Pupils transfer their literacy skills to other subjects, enhancing learning in science, history, geography, and beyond.
   • Cross-curricular writing opportunities demonstrate pupils’ ability to write purposefully and apply their knowledge across different contexts.
5. Show measurable progress in spelling and phonics:
   • Pupils are confident with weekly spellings through the systematic use of the Purple Mash Spelling Scheme, weekly dictation tasks, and regular practice both in school and at home.
   • Those requiring additional support receive targeted interventions such as Rapid Readers, enabling them to develop the phonics skills necessary to meet Key Stage 2 expectations.

Monitoring Impact

The impact of our English curriculum is carefully monitored through:

• Reading Outcomes: Regular formative and summative assessments measure pupils’ fluency, comprehension, and progress against reading age expectations.
• Writing Quality: Book looks and moderation ensure high standards of grammar, handwriting, and creativity in written work.
• Pupil Voice: Pupils articulate their enjoyment of reading and writing, and confidently discuss their progress and next steps.
• Teacher Feedback: Teachers’ high expectations, modelling, and marking ensure pupils understand their achievements and next steps for improvement.
• Parental Engagement: Reading records and home learning logs demonstrate consistent reading practice and engagement beyond school.

By the end of Year 6, pupils at The Grange Academy:

• Are enthusiastic, confident, and fluent readers with a passion for exploring a wide range of literature.
• Are skilled, creative, and accurate writers who can adapt their style and tone to suit audience and purpose.
• Communicate effectively through clear spoken language and demonstrate ambitious vocabulary.

The combination of these skills ensures our pupils are well-prepared for the challenges of secondary school and have a strong foundation for lifelong learning, reflecting the school’s Learning for Life vision.