‘To learn to read is to light a fire; every syllable that is spelled out is a spark.’ Victor Hugo

We believe that reading is the gateway to learning. High quality texts sit at the heart of our English curriculum and act as a foundation for developing confident readers, writers and communicators equipped with the language, knowledge and imagination they need to thrive.

Aims

Our aim is to ignite a lifelong love of reading and writing by providing a curriculum that inspires, challenges and supports every child. We strive to nurture fluent, confident readers who can engage deeply with a wide range of texts, appreciate diverse perspectives and develop empathy. Through high-quality literature, pupils encounter ambitious vocabulary, rich language structures and a broad representation of authors that reflect both their own identities and the wider world.

Through our English curriculum, we aim to cultivate enthusiastic, expressive writers who can communicate clearly, creatively and purposefully. Our commitment lies in nurturing confident, expressive and effective writers who not only convey their thoughts with clarity but also harness the power of words to inspire, inform and connect with others. Strong foundations in early reading are central to this aim: a language-rich environment, daily phonics teaching, purposeful talk and shared reading create the building blocks for reading fluency and comprehension from the earliest stages.

Curriculum

Reading lies at the core of our curriculum. We place great importance on developing strong early reading skills from the very start of a child’s learning journey. In Reception, children experience a language-rich environment in which spoken language, storytelling and purposeful play underpin all learning. Well-planned indoor and outdoor provision provides opportunities for imaginative play, problem-solving, role play and interaction with peers - all of which build the vocabulary and communication skills children need for early literacy. Adults make the most of every opportunity to engage in conversation, share a focus, model language and encourage turn taking, helping children to develop confidence in speaking and listening.

High-quality stories, poems, rhymes and non-fiction texts are read aloud daily to expand vocabulary, deepen comprehension and nurture a love of reading. Children have frequent access to inviting reading areas where they can explore a wide range of books independently. From the outset, children are also taught how to handle books with care, pay attention to detail in words and pictures and begin to understand narrative structure. Shared reading sessions introduce them to book behaviours, comprehension, prediction and discussion ensuring that all children can talk about texts confidently.

Systematic synthetic phonics is taught every day using Floppy’s Phonics in Reception and Key Stage 1. Clear term-by-term expectations ensure progression with children reading books that match the phonics knowledge they have secured so they can build fluency step by step. Regular assessment enables teachers to identify children who may be falling behind and additional support is provided to help them keep up. Parent workshops at the start of the year ensure families understand how to support early reading at home.

As children move through school, our reading curriculum continues to build vocabulary, strengthen comprehension and immerse pupils in high-quality literature. Whole-class texts from The Power of Reading provide are carefully mapped across year groups to ensure breadth, challenge and diversity. Vocabulary development is prioritised both across all subjects. ‘We All Belong’ texts are integrated from Early Years onwards to promote equality, diversity and children’s understanding of the protected characteristics.

Our writing curriculum follows a reading-into-writing approach with each unit rooted in the high-quality text being studied in whole-class reading. Carefully planned writing opportunities require pupils to write for a range of purposes and audiences giving authenticity and clarity to their work. Each unit follows a clear sequence including exploration of a model text, explicit grammar and vocabulary teaching linked to the writing purpose and structured opportunities for planning, drafting, revising and editing. This approach ensures children develop independence, resilience and pride in their writing. Drama, discussion and oral rehearsal further strengthen pupils’ understanding of text structures and help them shape their ideas before writing.

Where appropriate, a ‘Talk for Writing’ stimulus is used to build a bank of writing structures that children can draw upon for their own writing. The immersion stage provides children with a toolkit from which they can innovate. Their knowledge is deepened over time and, with a widening skill set, they can imagine, invent and craft their own writing confidently.

From year 2, Spelling is taught through Jane Considine’s ‘Spelling Book’, which blends explicit teaching with investigation and short-burst activities. Children explore spelling patterns across the curriculum and record new vocabulary on class spelling boards.

A love of literature is cultivated throughout school life. Children regularly share books with their teachers and peers and reading buddy sessions allow older pupils to support and inspire younger readers. Book recommendations are shared frequently and whole-school events - such as National Poetry Day, author visits and writing celebrations - help to make reading and writing joyful, memorable and meaningful. In Key Stage 2, pupils engage in reading challenges at home designed to develop deeper thinking, reflection and understanding of the texts they encounter.

Outcomes

By the time children leave Stivichall, they are confident, fluent readers who draw on secure phonics knowledge, strong comprehension skills and a broad, adventurous vocabulary. They read widely for pleasure, appreciate a range of genres and voices and use reading to explore and understand the world around them.

Pupils become capable, independent writers who can communicate clearly and creatively across a range of contexts. They understand how to plan, compose, revise and present their writing effectively, demonstrating accurate spelling, secure grammar and a growing personal style. Through engagement with rich literature, drama, discussion and purposeful writing, children develop empathy, resilience, creativity and confidence as learners and communicators.

Extending learning beyond school

• Read, read, read – even 10–15 minutes a day makes a big difference.
• Talk about books: ask your child to predict what might happen, explain their favourite part, or describe a character.
• Encourage reading a range of texts: stories, comics, instructions, non-fiction, menus and magazines all count.
• Model reading at home – children benefit from seeing adults enjoy books.
• Re-read favourite books to build confidence, fluency and expression.
• Completing weekly spelling activities sent home by the class teacher.
• Encourage writing for real-life reasons: shopping lists, birthday cards, emails or notes.
• Let children talk through their ideas before writing – this helps organise their thoughts.
• Encourage editing by checking:
  • Des it make sense?
  • Can I add detail?
  • Have I used capital letters and full stps?
• Keep writing fun and pressure-free.