Our Approach to English at Hartlip School
English is one of the core subjects in the National Curriculum and, as our main means of communication, it is a vital component of education. At Hartlip School, language and literacy are given a highpriority, and pupils’ appreciation and confident use of Standard English are actively promoted.
Our English curriculum is firmly rooted in the National Curriculum for English and is designed to ensure that all pupils develop the skills of speaking and listening, reading, writing and grammar, punctuation and spelling (or phonics, according to age). We aim to inspire a lifelong love of language and literature while equipping children with the technical skills they need to communicate clearly, creatively and effectively.
A Coherent and Progressive English Curriculum
Our English curriculum provides pupils with opportunities to study a widerangeoftext typesandgenres, including fiction, non‑fiction and poetry. Through this rich diet of texts, pupils learn to apply grammar, punctuation, spelling and sentence construction in meaningful contexts. Skills, text types and objectives are clearly defined for each class and term to ensure clear progression and to prevent gaps in learning.
Over the course of their primary education, pupils engage with a carefully selected range of books, stories, authors, poems and poets. These texts are chosen to reflect progression in complexity and breadth, and to meet the changing needs of our learners and cohorts. When pupils leave Hartlip School, they are well‑equipped with a secure body of literary knowledge and a strong understanding of different writing styles and purposes – Learning to Live, Living to Learn.
Although Year R follow the EYFS Framework, they are fully included within our overall English curriculum. Our mixed‑age Year R and Year 1 class provides younger children with a strong and secure start to literacy, while ensuring continuity and progression.
Writing at Hartlip School and the DfE Writing Framework
Our approach to writing is informed by the DfE Writing Framework (2025), which recognises that writing is a complex process requiring careful sequencing, explicit teaching and frequent opportunities for practice. Writing is taught through high‑quality texts and meaningful contexts, with a strong emphasis on transcription skills, sentence construction and oral rehearsal.
Children are taught to plan, draft, edit and improve their work, understanding the importance of accurate spelling, appropriate punctuation and neat, legible handwriting. From their earliest days, children’s attempts at writing are valued and built upon, helping them to develop confidence and enjoyment as writers.
We are currently visiting other schools and researching a range of writing schemes and approaches as part of ongoing curriculum development. This work is focused on ensuring that the teaching of writing at Hartlip School is even more effective and consistent across the whole school, while remaining firmly aligned with the National Curriculum and the DfE Writing Framework.
Writing takes place across the curriculum, with the same expectations for quality and presentation applied in all subjects.
High‑Quality Texts and Literacy Shed
We subscribe to Literacy Shed Plus, which provides teachers with high‑quality texts and visual stimuli that act as a powerful starting point for English planning. This ensures that teaching is rooted in engaging material, rich vocabulary and strong models of writing. Literacy Shed supports teachers to plan coherent sequences of learning that link reading, writing and oracy effectively.
Reading and Phonics
From the moment children start school, they are given every opportunity to experience pleasure and satisfaction through books. Reading is taught using a range of appropriate strategies, with phonics providing a strong foundation.
This year is recognised nationally as the National Year of Reading, placing a strong emphasis on developing children as confident, enthusiastic readers who read widely and for pleasure. At Hartlip School, this priority is deeply embedded within our everyday practice.
From the moment children start school, they are given every opportunity to experience pleasure and satisfaction through books. Reading is taught using a range of appropriate strategies, with phonics providing a strong foundation, but we are equally committed to ensuring that children develop a genuine love of reading.
Reading for pleasure is explicitly taught and valued through our regular Book Banter sessions. During these sessions, children are given dedicated time to talk about books, share recommendations, explore authors and genres, and celebrate reading as a social and enjoyable experience. Book Banter supports children to develop reading identities, confidence in discussing texts and curiosity about books beyond those they read in lessons.
In EYFS and Key Stage 1, we follow Little Wandle Letters and Sounds Revised. The Early Years teacher is also the Phonics Leader, ensuring consistent, high‑quality delivery. Lessons are carefully structured and responsive to the needs of each cohort. Decodable books are closely matched to children’s phonics knowledge, and our phonics outcomes are consistently at least in line with national expectations.
Guided Reading takes place daily across the school and links closely to our English lessons and use of high‑quality texts. Pupils read regularly at home and are heard to read in school as frequently as appropriate. Reading buddies, library visits and mobile library sessions all support the development of positive reading habits.
Vulnerable readers are supported daily within class, and those significantly behind their reading age receive targeted support through Breakfast Booster sessions, led by our Reading Leader of Learning, who is trained in Reading Recovery.
Spelling and Handwriting
Spelling is taught explicitly and systematically in line with National Curriculum expectations. Alongside class teaching, we use Emile Spelling, an online programme that supports pupils to practise spelling rules and patterns and allows teachers to identify gaps and target support effectively.
In EYFS and Year 1, handwriting is taught through Little Wandle, ensuring strong links between phonics, letter formation and early writing. Children develop pre‑writing skills, correct pencil grip, posture and letter formation from the outset. As pupils develop, they are taught cursive letter formation and, when ready, letter joins.
For pupils in Year 2 and above, handwriting continues to be prioritised, and we are currently exploring the most effective scheme to ensure progression and consistency beyond Year 1.
Oracy: Speaking and Listening
Speaking and listening underpin all aspects of English learning at Hartlip School. Pupils are given regular opportunities to communicate in a wide variety of situations, including partner work, group discussions, class debates, assemblies and performances.
From EYFS onwards, pupils are encouraged to speak clearly, listen attentively and adapt their talk for different purposes and audiences. Structured discussion, storytelling, drama and oral rehearsal are used to develop vocabulary, sentence structure and confidence, ensuring pupils are articulate and reflective communicators.
Inclusive Classroom Practice
Across classrooms, a range of strategies and resources are consistently used to support inclusion, many of which are identified by Ofsted as effective practice:
Working walls that support current learning, including modelled writing, key vocabulary, sentence stems and success criteria
Word banks, dictionaries and thesauruses readily available to support vocabulary development and independence
Pre‑teaching of vocabulary and concepts, particularly for pupils with SEND or those who benefit from additional processing time
Visual supports, such as prompts, examples, timelines and graphic organisers, to reduce cognitive load
Coloured paper and coloured overlays to support pupils with visual stress or dyslexia
Sloping desks, handwriting grips and adapted writing tools to support motor skills, posture and comfort when writing
Mighty Writer resources, particularly in EYFS and Key Stage 1, to support the development of sentence structure, sequencing and vocabulary through hands‑on, multisensory approaches
Recording devices such as iPads, enabling pupils to capture ideas orally, rehearse sentences and record responses where writing may be a barrier
Audio support, including audiobooks and recorded texts, to support comprehension, fluency and access to rich literature
Widgit symbols and resources, which we are currently investing in, to further support vocabulary development, comprehension and accessibility for pupils who benefit from visual communication aids
Targeted Interventions Beyond the Classroom
In addition to high‑quality inclusive teaching in the classroom, Hartlip School provides a range of carefully planned interventions outside of lesson time to further support pupils who need additional help in English. Interventions are purposeful, time‑limited and closely linked to classroom learning.
Interventions are delivered in the afternoon, ensuring that pupils do not miss core English teaching. They are carefully timetabled and led by our skilled intervention team, with close liaison between class teachers, SEND staff and leaders to ensure coherence and impact.
English‑Focused Interventions
Intervention provision includes:
Phonics and early reading support, including additional Little Wandle‑aligned practice, blending, segmenting and decoding
Targeted early reading interventions to develop fluency, comprehension and confidence
Dyslexia‑friendly approaches, including Toe by Toe, to support phonological awareness, decoding and reading accuracy
Speech and Language screening and assessment using Speech Link and Language Link, followed by carefully tailored intervention programmes
Support delivered in partnership with a qualified private Speech and Language Therapist, who assesses pupils, advises staff and helps establish bespoke programmes of practice
Fine motor and handwriting readiness interventions, including Fizzy Fingers, to strengthen hand muscles, coordination and control
Monitoring Impact
All interventions are:
based on clear assessment information
reviewed regularly for impact
adapted or concluded once pupils have caught up or no longer require support
This graduated and responsive approach ensures that pupils can re‑engage confidently with whole‑class learning as quickly as possible.
Through high‑quality classroom teaching and well‑targeted intervention, Hartlip School ensures that all pupils are supported to succeed in English, meeting both individual needs and the expectations of the Ofsted Education Inspection Framework.
Supporting Reading, Writing and Oracy
Adaptations are carefully planned to support pupils across all aspects of English:
Reading materials are matched closely to pupils’ decoding and comprehension needs, with targeted adult support where required
Writing tasks are scaffolded through shared writing, sentence frames, word banks and opportunities for oral rehearsal
Oracy is used as a key inclusive tool, allowing pupils to rehearse ideas verbally before writing and to participate confidently in discussionA Strong Foundation for the Future
In Summary….
Our English curriculum is carefully sequenced from EYFS through to the end of Key Stage 2, ensuring steady progression in knowledge and skills. By combining strong phonics, high‑quality texts, explicit writing instruction and purposeful talk, we ensure that pupils leave Hartlip School as confident readers, capable writers and effective speakers, ready to succeed in the next stage of their education.
At Hartlip School, English is meaningful, purposeful and aspirational – giving every child a voice. It ensures that all pupils can access, engage with and make progress within the English curriculum, regardless of need or starting point. Teaching is ambitious for all learners, with thoughtful adaptations made to support access without lowering expectations.