Synthetic phonics is a method of teaching reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words.

Synthetic phonics teaches the phonemes (sounds) associated with the graphemes (letters). We use Twinkl Phonics.





We aim to develop a love of books and reading from the beginning of child’s learning journey with us and value the role of parents as partners in this vital task. Our pupils are encouraged to read for pleasure and read widely. We hear our children read regularly both individually and as part of whole class reading. We also value reading for its impact on vocabulary development and comprehension skills. We read aloud to our children daily (10 minute read).  Vocabulary is taught as part of whole class reading, English lessons or 10-minute read.

Children are heard reading both individually and as part of whole class reading regularly. Whole class reading sessions are carefully planned and questioning is used to assess and extend children’s learning. They also expose children to a wide range of texts and aim to challenge their thinking and develop inference skills. Parents are given clear expectations about reading.  Termly visits to our local library are planned and the sharing of books in assembly is a regular feature.

Pupil voice shows children enjoy being read aloud to and use school library facilities regularly. Children understand and can answer questions on the texts that they read. Pupil progress can be seen through termly and year end data.


The overarching aim for teaching writing is to promote high standards of language and literacy by equipping pupils with a strong command of the written word, and to develop their love of literature through widespread reading for enjoyment. Pupils are taught a range of sophisticated vocabulary explicitly. We develop writing skills so that our pupils have the stamina and ability to write at or above the age expected standard. To support children in developing as independent writers, we provide a wide range of activities, including role play, use of film and imagery, modelled, shared and guided writing, peer/self-editing and discussion. We use an agreed planning structure to encourage pupils to express their ideas, exchange ideas and develop and use sophisticated vocabulary. The understanding of grammar and knowledge of linguistic conventions for writing is developed through the teaching of grammar throughout the English curriculum. In addition, pupils are taught how to plan, revise and evaluate their writing. We promote the status of written work by providing opportunities for children’s writing to be published and read by real audiences. The use of ‘Best Book’ also promotes the status of written work.

Pupils also learn the correct grammatical terms in English and that these terms are integrated within teaching. Handwriting sessions are taught discretely. A range of extra activities are used to promote literacy within the school including World Book Day, National Poetry Day and competitions.

Children develop a pupil voice and are able to articulate their ideas clearly. They have a real love for writing and enjoy writing for different purposes and a range of audiences. Through end of year data and evidence of work in books, a high-quality range of purposeful writing will be shown.