1. Learning & Support
  2. Curriculum
  3. English


Daily literacy lessons is when the majority of reading and writing teaching takes place although we place emphasis on exporting literacy  skills into different subjects and link learning where we can. Literacy learning deals with language at three different levels:

  • Word Level (phonics, spelling and vocabulary)
  • Sentence Level (grammar and punctuation)
  • Text Level (comprehension and composition)

We plan our learning using the Talk fror Writing strategy. Talk for Writing, developed by Pie Corbett, supported by Julia Strong, is powerful because it is based on the principles of how children learn. It is powerful because it enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version.

Children will read many types of texts and undertake a wide range of writing in different styles to enhance their powers of self-expression and skills as communicators. Activities are undertaken by the whole class, in groups or individually with some differentiation taking into account individual needs and flexibility for younger children. Where possible the lessons are linked to other areas of the curriculum through the learning journey.

We believe reading is central to learning and so invested in building a new library with a web based borrowing system in the  in which children can browse, research, learn and enjoy books. Reading for pleasure and information is paramount.

We also usesd the Accelerated Reading scheme for pupils of Year 2 and upwards. At its heart, Accelerated Reader in simple. A pupil reads a book, takes an online quiz to assess their understanding and gets immediate feedback. Our pupils respond to regular feedback and are motivated to make progress with their reading skills. Pupils who achieve 100% on their quiz are enterered itno a termly draw and can win a book to take home.

Initially on entry to school,  phonic sounds are systematically taught to the children with accompanying books. Then a core reading scheme, usually Oxford Reading Tree, is used, moving on to book selections graded per reading ability from which children can choose. Record books accompany the child’s reading book so parents and teachers can record comments and progress on a daily basis. Children have regular group reading sessions in which they  are either guided by the teacher or work independently on book related tasks.

A new style phonics test was introduced in June 2012 which tests how well pupils can decode by responding to a mixture of words and non words. Click here to read the DFE guidance for parents. 

We use Letters and Sounds as our core scheme and  Jolly Phonics actions as a supporting tool. There are lots of resources available to support your children at home. Click here to see the actions of each phonic sound that are shown below.

At present, pupils sit SAT reading and writing tasks and tests in Years 2 and 6 and the results are fed back to the DFE and Dorset Education Authority. The Year 6 results are also published in annual league tables for the information of all stakeholders. It is important to remember that in a small school where year group numbers are low, one pupil may equate to a considerable percentage and can affect results.