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English at Bader Primary School

At Bader Primary, we aim to develop all aspects of English to enable every child to develop her/his skills and knowledge to communicate and explore, understand and be understood in the world around them. Competence in English is a life skill, which we develop, not only in English lessons but also throughout the whole curriculum. The areas of speaking and listening, reading, spelling, grammar and punctuation and writing (transcription, handwriting and composition) are developed in a variety of forms and experiences. The National Curriculum sets out the profile components. Bader’s aim is to ensure that children have: a love of reading, a broad range of vocabulary and the understanding to use these as a foundation to plan and create pieces of writing which reflect their skills, imagination and creativity.

Our Intent

As a school we aim to :

  • Fulfil the requirements of the National Curriculum and EYFS Curriculum, providing a broad, balanced and stimulating scheme of work.
  • To promote the importance of reading and writing as skills for life and as tools for enjoyment and personal development.
  • Promote a stimulating literacy environment, where pupils and staff are encouraged to explore the four key skills of language teaching and learning – i.e. speaking, listening, reading and writing.
  •  Encourage the use of these four skills, in all areas of their learning, to develop understanding of the English language and thereby provide a key to unlocking the knowledge available to them in the wealth of literature around them, in our multi-media society.
  • Provide an English Curriculum to which every pupil has equal access by differentiating the curriculum, where necessary, in terms of learning objectives, learning outcomes and teaching methods, in order that all children should reach their potential, ensuring that each child is included and supported.
  • Teach children to become effective and independent communicators, both in speech and writing, who can adapt their talking or writing according to any purpose and audience. 
  • Plan in opportunities for cross curricular activities, which will extend pupils knowledge and understanding of the world around them and their own selves within the world; and to develop their personal literacy skills to the full.
  • Plan for external agencies to have an input into the school’s curriculum by inviting authors and theatre groups in to school and by arranging for educational visits to relevant plays, theatres, libraries etc. outside of school.
  • Respond to the professional development needs of the staff in order to fulfil the above aims


Reading is a fundamental part of everything we do at Bader Primary. Every child, in each year group is exposed to stimulating, high quality texts suited to their age group. Bader Primary offers a rich literary environment, with the provision of quality reading material covering fiction, non-fiction, poetry and reference books. These books are supported by our key reading scheme, Oxford Reading Tree along with several other schemes to complement the main scheme. Reading Scheme books are colour banded according to level of difficulty.


We want children to find pleasure in reading and therefore we allocate time each day to develop the habit of quiet reading throughout school. All children from Reception – Y6 take part in daily, whole class reading related lessons. Children should take their books home daily, with their Reading Record in which we ask parents to make constructive comments. We recognise and value our shared role with parents in encouraging children in reading, not only in the strategies for learning to read but also to develop understanding, give opinions and extract information. Children continue “learning to read” throughout their 7 years with us and we use a whole school planned progression of skills, knowledge and understanding.

EYFS & KS1 - Implementation 

At Bader Primary School, we strive to ensure that all children become successful, fluent readers by the end of Key Stage One. We believe this is achievable through a combination of strong, high quality, discrete phonics teaching, combined with a whole language approach that promotes a ‘Reading for Pleasure’ culture.

Children who attend our Early Learners are introduced to sounds through play when they are ready. Children in EYFS and Year 1 have access to high quality, daily phonics sessions for thirty minutes. Groups will be differentiated to ensure all children reach their full potential. Children  practise recognising ‘Alien’ or pseudo words, in readiness for the Phonic Screening Check.

High quality phonics is an important part of the word decoding skills required by children to develop higher level, whole language and comprehension skills. This approach is in alignment with our belief that; we first ‘learn to read’ and then ‘read to learn’.

Our ‘Term by Term Progression Plan’ is followed by all staff. This is in line with the National Curriculum and ensures that children are making necessary progress. Bader Primary School has developed an effective assessment tracker which clearly shows which phase children are up to and the sounds that they know. Staff use assessments to inform effective provision for all children, using this to plan and deliver well-differentiated lessons that engage and challenge all children within the lesson. Any children at risk of falling behind, are identified quickly and necessary support is put in place.

Most importantly, reading skills are explicitly taught through the use of VIPERS. Alongside the skills of decoding, reading fluently and comprehension, book talk encourages children to discuss their preferences, likes and dislikes about a book.

Key Stage 1 into Key Stage 2 - Implementation

In Key stage 1 and 2, children are taught reading through daily, whole class sessions. Teachers are to focus explicitly on teaching the skills of reading; vocabulary, infer, predict, explain, retrieve and sequence or summarise. Reading Vipers cover the key comprehension skills in line with the 'new' content domains.

We use ‘Literacy Shed Plus’ which provides our teachers with a range of high quality texts, films and animations to enhance the teaching of reading and writing.

Writing - Implementation

Our exciting texts are used as stimuli for writing. Children also enjoy the use of film, images, artefacts and visits to enhance their writing. Vocabulary is imperative; we strive to equip children with a wide range of vocabulary to help bring their writing to life. Basic skills and non-negotiables which are progressive across each year group underpin writing in all areas of the curriculum. All teachers model the writing process and demonstrate writing to a high standard.

Children are encouraged to plan their work and then make improvements throughout the writing process. Children will complete a piece of sustained writing at least once a week.

At Bader, we have adopted a cursive style of handwriting which concentrates on correct letter formation and the joining up of letters. We value, encourage and expect well-presented work on a daily basis.

We use Spelling Shed and focus on teaching spelling rules. When practising spellings, children use the “Look, say, cover, write and check” method, word banks and dictionaries. Each year group has a list of spelling patterns and conventions from the National Curriculum appendices for each year group.

English Impact Statement

Bader Primary uses triangulated monitoring throughout the year to gauge the impact of the English curriculum across school. The impact of the curriculum is seen in;

  • Standards in attainment in reading and writing have risen over the past 2 years at the end of Key Stage 1 and Key Stage 2.
  • Consistent high standards in phonics, in line with national and local averages.
  • The quality texts used in class have created a love for reading in school and at home. 
  • Children’s ability to define how VIPERS support their comprehension skills.
  • Learners that develop and build upon their writing skills year on year.
  • Stimulating environments in every classroom which inspire staff and pupils to explore the four key skills of language. 
  • An accessible and engaging English curriculum for all abilities.
  • Exciting pieces of writing, ranging in purpose and audience.
  • Cross curricular opportunities provided to extend pupils’ knowledge of the world around them.
  • Enjoyable experiences provided both in and out of school; author visits and pantomime visits, which are memorable and worthwhile.