Freeland CE Primary School

'Great things come from small beginnings: 'Branch out, Fly High'

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Welcome to our school characterised by the Christian Values of Honesty, Forgiveness, Compassion and Love

'Great things come from small beginnings: 'Branch out, Fly High'


Why do we teach English at Freeland Primary School?

At Freeland Primary School we believe that a quality Literacy curriculum should develop children’s love of reading, writing and discussion. We aim to inspire an appreciation and enthusiasm for reading and a habit of reading widely and often. We nurture a culture where children take pride in their writing and are able to adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.
We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills will give our pupils the tools they need to succeed and be the best they can be.

How do we teach English at Freeland Primary School?


Our main aim is for children to develop a love of reading and teach them the skills needed to be able to read independently. Reading is taught on a daily basis throughout the school with a focus on whole class guided reading from Year 2 and daily phonics using ‘Letters and Sounds’ in Foundation Stage and Year 1.

Phase 1 of Letters and Sounds  is taught throughout Foundation Stage (rhythm, rhyme, body percussion, alliteration, sound walks) alongside an introduction to Phase 2 from term 1.  Phase 3 is introduced once Phase 2 has been secured.  ‘Tricky’ words and High Frequency words are taught through creative opportunities.

In Year 1, Phase 3 is consolidated in the autumn term and followed by Phases 4 and 5 by the end of the year.  Children learn their phonics using a variety of activities including active learning games. 

To develop children’s reading skills in Foundation Stage and Key Stage 1 we use popular and well established reading scheme books, which provide the children with reading material that is pitched at an appropriate level.  ‘Oxford Reading Tree’ is used as the core resource, which is complemented by books from other schemes in order to provide an extensive library of books at every stage, to ensure children have a broad and rich reading experience.

Whole Class Guided Reading:

Relevant and rich texts are chosen to suit each year group and topic focus. The texts are shared as a class daily followed by discussion generated by one of the following areas: vocabulary, inference, prediction, explanation, retrieval and summary. Reading journals are used to record discussion points structured by questions.

Daily Reading:

Reading forms the main part of our children’s homework and there is an expectation that children read on a daily basis. Children from foundation stage to Year 3 have a reading diary which maintains a home/school record. Children complete the diary every time they read at home and at school. From Year 4, children are expected to independently manage their reading so that they take ownership and further embed the love of reading.

Children are read to by adults using a class story every day and we encourage this to be mirrored at home so that all children are read with regularly and given the opportunity to question.

We encourage the excitement around books by having an annual book fair, celebrating book week, taking part in world book day, bedtime story event and inviting authors in to talk to and inspire the children.

Speaking and Listening:


Children are given the opportunity for speaking and listening across the curriculum. Further opportunities are provided through debates, school productions, church services and celebration of learning events.



We follow the ‘continuous cursive’ style of handwriting and ink pens are used by children from Year 3. In  Foundation Stage, short, focused, whole class handwriting sessions take place as part of phonics teaching.


In Year 1, three 15-minute handwriting sessions are taught per week with 2 sessions weekly in Years 2 to 6. Children use a handwriting book for handwriting lessons and transfer of skills is expected across the curriculum.

(see Handwriting Policy)



Teachers use The National Curriculum to ensure particular spelling rules are taught in the appropriate year group. In addition to this, Key Stage 2 also learn key word lists as stated in the National Curriculum.  In Key Stage 2, there are three timetabled spelling sessions per week. In Foundation Stage and Key Stage 1, spelling is taught through phonics.  Spelling forms part of our weekly homework.


Across the school, all children learn the grammar, punctuation and spelling skills needed to write in a variety of different genres and at least one piece of extended writing is completed in every class each week from Year 1. Children are taught to write for an audience and with purpose. The children are continuously encouraged to plan, write and edit their work in order to complete pieces of writing that they are proud of. Teachers engage the children through topic links, rich texts, film and drama.


What is the impact of our teaching?

Through the teaching of English we aim for our children to:

  • Enjoy writing across a range of genres
  • Maintain a love of reading
  • Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded Pupils will have a wide vocabulary that they use within their writing
  • Pupils will have a good knowledge of how to adapt their writing based on the context and audience
  • Pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught
  • Parents and carers will have a good understanding of how they can support their child with reading and writing
  • The % of pupils working at ARE within each year group will be at least in line with national averages
  • The % of pupils working at Greater Depth within each year group will be at least in line with national averages



Reading Scheme