• West Park Primary School

    English Policy


    This policy outlines the teaching and organisation of English at West Park Primary School. The school’s policy for English is based on the National Curriculum 2014.


    Language is generated through the interaction of listening, talking, reading, writing and experience. It is a major vehicle of communication through which ideas and feelings can be developed and expressed. It is fundamental to thinking and learning in every area of life.

    Equal Opportunity

    We are committed to providing a teaching environment conducive to learning. Each child is valued, respected and challenged regardless of ability, race, gender, religion, social background, culture or disability.

    The full and effective participation of all pupils should be achieved by:

    • Acknowledging and valuing the variety of different experiences, interests, social and cultural backgrounds of pupils; using such differences constructively to raise confidence and self-esteem.
      • Ensuring access to learning at an individual level, through differentiated teaching and learning strategies; planning should set high expectations and provide appropriate learning opportunities for pupils from all social backgrounds, ethnic groups and for those who are disabled.
      • Providing texts from a range of cultures and which are free from discrimination and stereotyping.
      • Providing resources to support specific learning difficulties.


    • To help children develop as confident, enthusiastic and effective learners.
      • To teach pupils how to craft language for particular effects, through an understanding of how texts are created in relation to genre, purpose and audience.
      • To provide inter-active opportunities for pupils to practise using language in relevant, real life contexts.
      • To provide opportunities for pupils to communicate independent views and opinions, respond imaginatively and express feelings through spoken and written language.
      • To enable pupils to make critical responses about the language which they read and hear in a variety of media.
      • To provide an integrated approach to reading, writing, speaking and listening.
      • To develop language skills in all curriculum areas. To recognise the language experiences of all pupils at home and in the wider community, and to foster pleasure and enthusiasm for the spoken and written word.
      • To increase the understanding of how language is used in the world beyond school


    • Develop children’s ability to use speaking and listening skills to solve problems, speculate, share ideas, make decisions and reflect on what is important.
      • Foster the children’s ability to read with fluency, understanding and enjoyment.
      • Develop the children’s skills in acquiring and retrieving information.
      • Develop the children’s ability to use the written word as a means of communicating experience, knowledge and understanding.
      • Teach children to write imaginatively and accurately covering a wide range and audience.
      • Encourage children to spell for themselves, building confidence and strategies to attempt unknown words.
      • Develop handwriting skills in order that children can acquire a legible, fluent and fast style.
      • Promote the use of ICT in presentation of children’s work.
      • Encourage parents’ understanding and support of all the aspects of teaching English.


    ICT will be used to support teaching and motivate children’s learning. ICT will only be used in English lessons when it is the most efficient and effective way of meeting the lesson objective.

    Teaching and Learning

    See Teaching and Learning Policy.

    School and Class Organisation

    Key Stage One and Key Stage Two children are taught English in mixed ability classes – a Year One class, a Year One / Two mixed class, a Year Two class, a Year Three class, a Year Three / Four mixed class, a Year Four class, a Year Five class, a Year Five / Six class and a Year Six class.

    Full account is taken of children with Individual Educational Plans within short term planning.

    The daily English lesson is appropriate for almost all pupils. Teachers will involve all children through differentiation and provide necessary support through use of resources and adult help.

    In the Foundation Stage children access English skills through a combination of child initiated and adult led tasks. The curriculum is followed, with the children being exposed to activities relating to the specific area of learning, Literacy and the prime area of learning, communication and language.


    Planning is devised at three connected levels: long term, medium term and short term.

    Long term planning is taken from the English National Curriculum. This outlines what should be taught in each year group and ensures continuity and progression.

    Medium term planning is recorded on a half-termly overview and outlines the units being taught and how many weeks each unit will last.

    Short-term plans are completed for each unit to be covered, in a daily format.
    These include: oral and written outcomes,  resources, spelling and handwriting focus, vocabulary, grammar and punctuation for writing, main teaching activities, to include shared, guided and independent work,  plenary, teacher focus, TA support and the grouping of children, learning outcomes and an evaluation of the learning.

    Planning is monitored by the Headteacher on a half-termly basis and by the English Coordinator as part of the yearly monitoring and evaluation cycle.


    Year One to Year Six are taught in the daily English lesson format, which consists of four daily English lessons plus one Big Writing session, which is to be a cross-curricular writing task where appropriate.

    Assessment, Target Setting and Record Keeping

    See Feedback and Assessment policy.

    Cross-Curricular Links

    English contributes to all other subjects within the primary curriculum. Opportunities are sought to develop English skills in a wide range of activities, allowing the children to apply their English skills to other contexts.


    Teachers’ resources are located in each paired year group’s area, with IWB resources also available on the network. An increasing amount of English related Apps are also available on the IPads. Some general resources such as dictionaries, thesauruses and textbooks are allocated in classrooms. Children use the reference library on a regular basis for research and topic work.

    Reporting to Parents

    Parents or carers will be invited to a consultation twice yearly to discuss their child’s progress and any concerns arising. Parents will receive a written report on their child’s progress towards the end of the summer term.

    English in EYFS

    Reading and writing are developed within the EYFS as part of the seven areas of learning, recognising the importance of an interrelated approach. We want to give the children the confidence to have-a-go and develop their understanding and skills through play.  Resources are available for the development of Communication, Language and Literacy, for both indoor and outdoor provision.  Paper and pens are available to encourage mark making.  Daily routines and the environment are used to promote CLL within the Nursery and Reception Unit. 

    From their start in Nursery, children have adult-led activities which are based upon the Letters and Sounds: Principles and Practices of High Quality Phonics, Phase One.  Phase One activities continue into Reception where Phases Two, Three and Four are taught across the Unit, depending on the development of the child.

    When the child is ready, individual reading books are introduced and used to practise and apply the child’s phonic knowledge.  These books are taken home for reading and sharing with carers.  During the course of the Reception year, children are introduced to guided reading groups.

    When writing, children are encouraged to record the sounds they hear.  Spelling of high frequency words is taught within the phonic sessions, but when writing, the focus is on building confidence, enthusiasm and creativity and so spelling is not checked unless the practitioner feels that this would be appropriate and the child’s confidence not adversely affected.  In small group guided writing sessions, children are given further support to develop their recording of sounds.  When ready, children are encouraged to record independently.  A ‘big writing’ session is timetabled each week.



    Governors are free to determine the renewal of this policy at any time, in line with changes in school systems or statutory guidance.