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English

English Intent

At Bottesford Schools Federation, we want every child to become a fluent reader, confident writer, articulate communicator and culturally aware individual.

We develop a genuine love of reading, confidence and flair in writing, and the vocabulary and oracy skills needed to communicate effectively throughout life. Our rich and diverse curriculum enables children to express ideas and opinions, understand different perspectives and apply English across the curriculum.

Our Five Curriculum drivers:

  • AMBITION FOR ALL - High expectations. Aspirational outcomes.
    Every pupil, including disadvantaged pupils and those with SEND, is supported to succeed through bespoke scaffolds, targeted support and appropriate challenge.
  • EVIDENCE-INFORMED DESIGN - Remember. Retrieve. Master.
    Carefully sequenced learning uses retrieval practice, spaced repetition and interleaving to secure knowledge and develop long-term mastery.
  • REAL-LIFE, ACTIVE LEARNING - English for life.
    Purposeful, challenging and immersive experiences help children see the relevance of English, apply their skills and develop independence.
  • ACTIVE ENGAGEMENT - Learn by doing.
    Discussion, investigation, drama, performance and collaboration ensure pupils are active participants in their learning, supported by effective modelling and guided practice.
  • CULTURAL DEVELOPMENT - Read widely. Understand others.
    Diverse texts expose pupils to different cultures, identities, experiences and perspectives, developing curiosity, empathy, respect and understanding while challenging stereotypes.

By the time pupils leave us, they will:

  • Read fluently and for pleasure, expressing informed opinions about texts.
  • Write confidently and accurately for different purposes and audiences.
  • Speak and listen effectively, using a rich and varied vocabulary.
  • Apply English across the curriculum and in real-life contexts.
  • Retain and apply knowledge, developing fluency and independence.
  • Appreciate diverse cultures and perspectives and understand their place in the wider world.

 

Our Aim:

To inspire lifelong readers, confident writers and effective communicators who have the knowledge, skills, confidence and cultural understanding to thrive.

 

How is English taught?

Reading

We aim to develop confident, fluent and enthusiastic readers who read widely and with increasing independence. Reading is taught explicitly through a structured programme of short, daily comprehension lessons, based on the school’s Reading Spine and supplementary high-quality texts. Lessons are underpinned by the VIPERS approach, developing pupils’ skills across vocabulary, inference, prediction, explanation, retrieval and summarising. Pupils experience a range of reading approaches, including teacher modelling, paired reading, choral reading, reading aloud and independent reading. Particular emphasis is placed on developing fluency and prosody, while children are encouraged to engage deeply with vocabulary and meaning. Through regular exposure to quality texts and purposeful discussion and questioning, we seek to develop children who understand, appreciate and enjoy reading.

Phonics

At Bottesford Schools Federation, phonics is taught systematically and consistently following the Read Write Inc. (RWI) programme. Phonics is taught daily in small, targeted groups, with pupils grouped according to their individual needs. These groups are taught across both sites of the Federation, ensuring that pupils receive focused teaching and appropriate support to develop their phonological knowledge and skills. For pupils in Years 5 and 6 who require continued phonics support, RWI Fresh Start is used to provide targeted intervention. Regular assessment enables teachers to monitor progress and adapt provision to ensure that pupils develop secure phonics knowledge and the confidence to apply it when reading and spelling.

Spelling

Spelling is taught daily following the L.E.A.D. Active Spelling scheme. The programme provides a structured and progressive approach to developing pupils’ knowledge of spelling patterns, rules and conventions. Children are explicitly taught spelling strategies and given regular opportunities to practise, discuss and apply their learning. Spelling is further reinforced through English lessons and across pupils’ independent writing, enabling children to transfer their knowledge into meaningful contexts. Through this consistent approach, we aim to develop accurate, confident spellers who understand how words are constructed and can apply spelling patterns and strategies independently. Regular assessment and teacher feedback help to identify gaps in knowledge and inform future teaching and intervention.

Writing

We aim to develop children who can communicate their ideas effectively, creatively and confidently through writing for a range of purposes and audiences. Writing is planned from the National Curriculum and the school’s long- and medium-term plans, with assessment and identified gaps informing subsequent teaching. High-quality texts, including those from the school’s Reading Spine, are used where appropriate to provide inspiration, vocabulary and models of effective writing. Lessons follow a clear structure which includes opportunities for handwriting, vocabulary, grammar, sentence development, oracy, editing and information gathering before pupils produce their own writing. Children are given regular opportunities to write independently and to apply their developing knowledge and skills. Assessment, feedback and target-setting are used to identify next steps and ensure that pupils make progress as writers.

Handwriting

Handwriting is taught daily as an integral part of the writing lesson, following the school’s handwriting policy and the PenPals Handwriting scheme. We develop accurate letter formation, appropriate joins and fluent, legible handwriting, while promoting good pencil control and the use of a suitable tripod grip. Teachers model correct formation and provide regular opportunities for pupils to practise and improve. Children self-assess their handwriting and receive regular next steps through teacher modelling and live feedback. As pupils develop secure formations and joins, they move from handwriting books towards applying these skills consistently in their everyday written work.

Grammar and Punctuation

Grammar and punctuation are taught as an essential part of developing effective writers. The school’s approach is to teach grammar, punctuation and sentence structure explicitly where necessary, while integrating these skills into writing lessons wherever possible. Pupils are given opportunities to explore and apply grammatical concepts through sentence work, oracy, editing and their own writing. Teaching responds to identified gaps and misconceptions, ensuring that children develop an understanding of how language works and can make deliberate choices to communicate meaning effectively. Grammar, punctuation and spelling are therefore not taught in isolation, but are developed alongside reading and writing so that pupils can apply their knowledge purposefully.

Our Overall Approach

Across English, our aim is to ensure that reading, phonics, spelling, writing, handwriting and grammar are interconnected. Children are taught the knowledge and skills they need explicitly, given regular opportunities to practise and apply them, and supported to become increasingly independent. High expectations for presentation, accuracy and effort are consistent across English, with feedback, self-assessment and assessment used to identify and address individual needs. Through this approach, we aim to equip every child with the literacy skills, confidence and love of language they need to succeed across the curriculum and beyond.

How parents and carers can support?

To further support learning at home you could:

  • Join our local library service, ‘North Lincolnshire Libraries’.
  • Visit the library and borrow books
  • Attend the free library events
  • Read our ‘Bottesford Bookworm’ Termly Reading Newsletter for ideas, links and National English event updates.
  • Encourage your child to take part in local competitions (e.g. free writing competitions, summer reading challenges)
  • Whilst on holiday, write postcards to family members
  • Write letters to family members who do not live locally or thank you letters/notes after receiving gifts
  • Ask your child to help you write birthday cards and shopping lists
  • Play word games e.g. word association games
  • Read stories together
  • Visit local museums and read the artefact labels together e.g. North Lincolnshire Museum
  • Talk about word meanings, and point out interesting or new words when reading together.
  • Ask questions before, during, and after reading aloud. This can help your child focus attention on the ideas in the story. Before reading, look at the book cover and talk about what might happen in the story. During reading, ask what questions he has about the story.
  • After reading, talk about what happened and ask your child to sum it up and relate the story to what he already knows or has experienced
  • Attend the free ‘No Limits’ festival at Normanby
  • Find a picture in the newspaper and write an article to accompany it.
  • Start a daily diary or journal