English
At the Boyle and Petyt Primary School (the School) the teaching of English is prioritised across the curriculum as English knowledge and skills underpin all other aspects of learning and are fundamental to children’s future attainment and success. Our English curriculum is designed to ensure that all children develop into confident, capable, and creative writers.
INTENT
The School plans the teaching of English in accordance with the statutory requirements of the National Curriculum, The Writing Framework (2025) and the Communication, Language and Literacy section of the Statutory Framework for the Early Years and Foundation Stage (EYFS).
Our teaching and curriculum are also underpinned by the principles of the Literacy Tree approach, which values immersive, text-led learning and ensures that writing is always rooted in reading. It provides a balanced and inclusive writing curriculum that prepares children for the demands of secondary education and life beyond school.
Through our English Curriculum it is intended that all children will:
- acquire clear, fluent and confident speech when speaking or reading aloud and when conversing with others, in a range of contexts;
- listen, understand and respond to others appropriately, in a range of contexts;
- develop a broad vocabulary for speaking, writing and understanding;
- read a range of text types, written by different authors and reflecting different cultures and experiences;
- read with increasing fluency, accuracy and understanding;
- develop the skills to respond with accuracy and understanding to reading comprehension questions;
- learn the age-appropriate rules for spelling, punctuation and grammar set out in the National Curriculum 2014;
- write fluently for a wide range of purposes and audiences, using age-appropriate spelling, punctuation and grammar with accuracy;
- write with style and effect for a wide range of purposes and audiences showing an accurate use of different figurative devices and literary techniques;
- enjoy using the English language to write, speak and perform.
IMPLEMENTATION
All children experience English through their lessons on a daily basis.
In alignment with the Writing Framework (July 2025), our writing curriculum provides a coherent and progressive structure that supports pupils in mastering the key components (both technical (transcription) and compositional) of writing through:
- High-quality, diverse texts: Each unit is anchored in a carefully selected root text that serves as a rich stimulus for writing. These texts include classic literature, contemporary fiction, poetry, and non-fiction, ensuring exposure to a wide literary heritage and a range of voices and perspectives.
- Purposeful writing opportunities: Pupils engage in writing for a variety of real and meaningful purposes—narratives, reports, persuasive letters, biographies, discussions, and more. This variety helps children understand the function of writing in different contexts and develop adaptability in their style and tone.
- Progression in grammar and composition: Grammar and punctuation are taught explicitly and embedded within writing tasks, allowing children to apply technical knowledge in context. This supports the development of fluency, accuracy, and sophistication in writing.
- Inclusion and representation: The curriculum includes texts that explore themes of social justice, identity, and global citizenship, ensuring that children see themselves and others reflected in the literature they study. This promotes empathy, critical thinking, and a deeper understanding of the world.
- Creative and analytical thinking: Through engagement with poetry, playscripts, and analytical essays, children are encouraged to think deeply, interpret meaning, and express themselves creatively. This supports both emotional literacy and academic rigour.
End-of-unit outcomes: Each unit culminates in a purposeful writing outcome that allows children to consolidate their learning and demonstrate progress. These outcomes are designed to be authentic, audience-aware, and reflective of the genre studied.
In the Early Years Foundation Stage, literacy, communication and language are practised and developed through all aspects of children’s experiences. Daily, focused teaching in reading, phonics and writing promotes the development of key knowledge and skills.
In Key Stage 1, children are taught timetabled lessons which are in addition to the daily phonics lessons. Children are taught English for a minimum of five hours per week. English knowledge and skills also form part of many other areas of learning and are regularly re-visited and re-enforced through the wider curriculum.
In Key Stage 2, children are taught English for a minimum of five hours per week. English knowledge and skills also form part of many other areas of learning and are regularly re-visited and re-enforced through the wider curriculum.
Teaching follows the systematic progression of components set out in the School’s Literacy Tree curriculum documents:
- The Boyle and Petyt Literacy Curriculum Map
- The Boyle and Petyt Literacy Tree coverage documents
- The Boyle and Petyt Literacy Tree progression document.
The implementation of the English curriculum takes place through a wide range of activities which include:
- Shared reading and writing.
- Guided reading and writing.
- Discussion and debate.
- Instruction and direction.
- Independent reading, writing and deliberate practice.
- Collaborative learning activities.
- Role play and dramatic activities.
- Writing opportunities that extend beyond English lessons.
- Use of technology.
Lessons take place in the classrooms and also in the wider school grounds.
Cross-curricular links with other subjects, such as the humanities and ICT, are explored where they add depth to the teaching of this subject.
All pupils, regardless of race, gender or ability, will have equal opportunities to participate in all activities. All pupils are encouraged to reach their full potential through the provision of varied opportunities and teaching is adapted to respond to the strengths and needs of all pupils. Teaching is child-centred and is based upon the pupils’ individual needs to ensure that they are taught effectively. When curriculum planning, opportunities are identified for all pupils to demonstrate their knowledge, understanding and skills. Evaluating lessons helps teachers to identify where changes can be made for future planning and development.
In the School, there are pupils with special educational needs and disabilities (SEND) and pupils of high ability who require support and guidance in different ways. School staff and the School’s Special Educational Needs Co-ordinator (SENCO) closely monitor and provide for the needs of all pupils to ensure that they are engaged and supported to make progress. Pupils with English as an additional language (EAL) are supported and guided by their teachers as required.
IMPACT
The children work towards end of unit outcomes which, combined, ensure the children have created a portfolio of writing. This portfolio will include pieces of writing where children have written for different purposes and audiences as well as exploring different mood, language features and organisational features.
Each child’s portfolio is made up of at least six pieces of writing per academic year. These pieces are assessed against stage-specific moderation/ assessment documents. Children’s progress is assessed tracked at 3 separate points in the academic year. This progress is then discussed in Pupil Progress Meetings and teachers make adjustments as necessary to ensure pupils have the chance to acquire and demonstrate the skills required to make appropriate progress.
Monitoring is carried out by the English Subject Leader through:
- Discussions with staff.
- Pupil voice.
- Classroom observation.
- Work monitoring – work on display and in books.
- Analysis of standardised data from internal testing (for Reading and English Spelling, Punctuation and Grammar)
- Analysis of data from statutory testing(for Readign and English Spelling, Punctuation and Grammar) .
- Analysis of the outcomes of writing moderation.
Other monitoring is carried out by the Head Teacher, the North Yorkshire Senior Education Adviser and the Governors.