Learning, Caring Together in Faith


English Curriculum Statement

“The more that you read the more things you will know, the more that you learn, the more places you’ll go!”    

Dr Seuss


At St Andrew’s C of E Infant School, we believe that a good quality English curriculum should develop a love of reading, writing and discussion.

We are a reading school! We try to instil a love of reading in our children by providing them with rich and varied learning experiences. Children are encouraged to read for a range of purposes and pleasure. A systematic approach to teaching phonics ensures our children develop fluency and confidence in reading and spelling.

Our topic approach curriculum enables our young children to be enthused and engaged in English. Our children write for a range of purposes and for different audiences. They take pride in their writing!

Using quality texts and a range of genres enables our children to improve their vocabulary. Children are encouraged to speak with confidence and take part in discussion.

We understand at St Andrew’s that laying strong foundations in English skills is crucial for our children to advance through their school years.



We teach children to read and write using the high quality phonics programme ‘Letters and Sounds.’ Daily lessons in the Reception and KS1 classes enable children to develop their skills in reading, writing and spelling. Phonics sessions are structured to build on previous learning and introduce new phonics skills and subject knowledge. Teachers carefully plan daily lessons that teach children new letter sounds and words and allow consolidation of previously learned sounds and words. Daily differentiated activities are planned to allow children to apply the skills and knowledge learned to become fluent readers and increasingly accurate spellers.

Any child who is not making the expected progress will be given extra support to help them improve reading and spelling skills and make progress. Support will also be provided for older pupils who may be experiencing difficulty in reading/writing because they have missed or misunderstood a crucial phase of systematic phonics teaching.

In the summer term, Y1 children take a National Phonics Screening Check in which children will be assessed on their reading of 40 decodable ‘words’. This progress check identifies those children who are not yet at the expected stage in reading. We are careful not to pressurise the children, and we ensure they are not aware they are being tested. Any children who do not meet the standard in Year 1 take the assessment again in Year 2. 

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