Nurturing a love of reading and writing.

At Eltham Church of England Primary School, we follow the New Curriculum for English. The programmes of study for English are set out year-by-year for Key Stage 1 and two-yearly for Key Stage 2. The single year blocks at Key Stage 1 reflect the rapid pace of development in word reading during these two years.


The programmes of study for reading at Key Stages 1 and 2 consist of two dimensions:

  • word reading
  • comprehension (both listening and reading).

Guided Reading is taught every day from 9:00-9:30 am. Guided Reading is taught as part of a carousel of activities which include spelling/phonics, grammar and punctuation, pre reading/follow up tasks and topic research. We use the ‘Bug Club’ scheme to plan and teach targeted Guided Reading lessons.


The programmes of study for writing at Key Stages 1 and 2 consist of

  • transcription (spelling and handwriting)
  • composition (articulating ideas and structuring them in speech and writing).

Writing has a well-developed profile at Eltham Church of England Primary School. In order to make good progression in writing, children need to:

  • Enjoy writing and recognise its value,
  • Write with confidence, clarity and imagination,
  • Write grammatically correct sentences that are punctuated accurately,
  • Understand the features of and how to write in a range of genres and non-fiction texts,
  • Plan, draft, revise and edit their own writing,
  • Develop an adventurous and broad vocabulary,
  • Know their next steps and how they can make their writing better,
  • Develop fine motor skills to ensure consistent mark making with increasing dexterity,  to produce recognisable letters, developing into a continuous cursive style of handwriting,
  • Use phonological knowledge and spelling rules to spell accurately.

At Eltham Church of England Primary School we use a whole-text approach to teaching literacy which is then linked to a curriculum topic. We use Development Matters, the Power of Reading texts and the New English Curriculum to plan and design exciting and imaginative opportunities for learning.

Spelling, Vocabulary, Grammar, Punctuation and Glossary

There are two statutory appendices in the New Curriculum on Spelling and on Vocabulary, Grammar and Punctuation. Spellings are taught weekly and form part of the Guided Reading carousel of activities. Spellings are sent home in children’s Spelling and Reading Journal for them to learn and at the end of the week there is a weekly spelling test. Grammar and punctuation is taught as part of the literacy lesson. Grammar and Punctuation is taught through shared and Guided Reading and writing sessions. Teachers display the correct terminology expected for each Year group in classrooms and expect the children to use and understand it.


In a separate session outside of English lessons, children in FS and KS1 are taught the principles and practice of phonics following the guidance of Letters and Sounds. The Foundation Stage starts at Phase 2 and continues to Phase 3; Year 1 continues with Phase 3 up to Phase 5 and Year 2 continues with Phase 5 to Phase 6. The teaching of phonics is essential in helping children to develop their reading. When children have completer the phonics phase teaching they then progress to the statutory spellings as out lined in the Year 2 Programmes of Study. Weekly spelling lists are sent home linked to phonics/Spelling patterns being taught.

Literacy Development in Early Years Foundation Stage

In Early Years Foundation Stage Literacy development involves encouraging children to read and write, both through listening to others reading, and being encouraged to begin to read and write themselves. Children are given access to a wide range of reading materials – for example books, poems, and other materials to ignite their interest.

In reading children are taught to read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate an understanding when talking with others about what they have read. In writing children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


We teach the continuous cursive style of handwriting. Handwriting is taught two/three times a week as a discrete lesson. Joins should be taught and cursive handwriting should be expected in every piece of writing.