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Camm’s CE Primary School Statement –

English Intent


It is our intention when teaching English to develop this as a fundamental life skill; it develops the children’s ability to communicate effectively - to listen, speak, read and write for a wide range of purposes.  


It is our intention to engage pupils to be able to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts. 


Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding across a range of different situations.  


We work to ensure that all children develop the ability to communicate effectively and that any barriers to learning are swiftly identified and steps taken to remove them.    




At Camm’s, we recognise that in order for all pupils to progress they need to be confident across each of the yearly objectives.  Our English curriculum covers the knowledge and skills outlined in the National Curriculum, and ensures all children are given opportunities to progress their reading and writing further.


Through our teaching of English, we aim to deliver lessons in a meaningful context, giving purpose and wherever possible curricular links are exploited, wherever possible through the wider curriculum.

When writing, children are expected to incorporate skills of spelling, grammar and punctuation, alongside neat handwriting, through a variety of contexts, often linked to their current topic.


When reading, topic related texts (fiction and non-fiction) are made available.  Children are encouraged to read for pleasure by visiting Eckington Library, receiving book tokens, raffle tickets and spending time in their class’s reading corner.




In KS1, we provide opportunities for pupils to develop fundamental skills, becoming increasingly competent and confident across a broad range of opportunities.  We use a variety of reading schemes, including GINN and Reading 360.  We have a graded scheme of phonics books, for children to progress through the stages 1-6.  As the children become more competent readers, they move into using the school library scheme.  Year 1 are taught phonics on a daily basis, in groups, predominantly following the Letters and Sounds scheme, to prepare the children for their phonics assessment.  Further phonic interventions occur throughout the year.  This progresses into Year 2 where the children are taught EGPS, including alternative spellings in Phase 5 and 6.


We are striving to develop children’s handwriting through daily handwriting practise.  Writing takes many forms, including narrative, information, poetry and writing of lists, letters, captions etc.  We make writing topic related as much as possible and cross-curricular.  Different genres are taught each term (as a minimum) and assessments put into Exciting Writing folders.  These folders follow the child through school to demonstrate progress.




In KS2, pupils should continue to apply and develop a broader range of skills, learning how to use and manipulate them in different ways and to incorporate them into a particular genre.  KS2 children plan writing either independently or in small groups.  After writing their individual draft copy, children often work in pairs to peer assess, in order to develop their writing further.  Homework is set on to enhance the children’s learning of grammar and punctuation.  Children are set work on Spelling Shed to develop spelling strategies.


Reading is taught as a class.  Teachers, teaching assistants and other adults record when they hear children read (at pre-determined frequencies).  Children are encouraged to use their reading corners and change their school library books, and Eckington Library books, regularly.  Rapid Reading is used as an intervention each week.




We strive to ensure that our pupil’s attainment is in line or exceeds their potential when we consider the varied starting points of all our children.  Through our progressive skill-based curriculum we are measuring the children’s ability, striving for them to meet their age-related expectations for their year group.  We intend the impact of our English curriculum will ensure children will leave our school prepared for the next step in their English education and life beyond primary school.