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English Provision - English Provision

English Provision


Curriculum Overview

English is taught across the school through a mix of topic related theme work and a focus on using good quality texts. Speaking and Listening are hugely important elements of our curriculum and both of these skills are encouraged from the earliest days in school as they are essential to all learning. Speaking and listening occur throughout the day in different forms through role play, drama and discussions with partners or adults.  We encourage children to speak clearly and to reply to questions by giving more than a one word answer. A wide range of texts (fiction and non-fiction) are used to provide enhanced reading opportunities. Writing, including grammar and punctuation, are taught within the context of English lessons in a way that supports the theme learning and chosen text.

In addition to English lessons, basic skills in English are promoted through; daily phonic sessions in EYFS and KS1; spelling sessions in KS2 (three times per week) and regular guided reading in KS1 and KS2.

Our approach to the teaching of reading is through working with children one to one in EYFS and through group guided reading in class (years 1 to 6) but there are also individual programmes of support for children who have not yet achieved at least an average standard in reading.  Phonics is formally taught through a carefully differentiated approach based on the Letter and Sounds programme.   In KS2 spellings are taught using the Support for Spelling structure and Collins spelling scheme.

The tables below show this year's overview for Themes and Texts that the English curriculum is based upon.

Reception Long term plan

Years 1 and 2 Long term plan

Years 3 and 4 Long term plan

Years 5 and 6 Long term plan

Phonics and Spellings

Both phonics and spelling are taught using the 'Revisit / review, teach, practise, apply' approach.

Letters and Sounds Programme is followed from year R to year 2 to support the teaching of phonics. We approach phonics in an active way, and link actions, activities and outdoor learning to the teaching of phonics as well as the daily whole-class input sessions.

What is Letters and Sounds?

As children reach the end of the Letters and Sounds Programme and begin KS2, spellings are taught in three times weekly sessions of 20 minutes. Spellings are differentiated and recorded in the home learning folders.

High frequency words

In line with the new curriculum, year group related high frequency spellings are incorporated into phonics and spelling lessons.  The link to these lists is below.

High frequency spelling list for years 3 and 4

High frequency spelling list for years 5 and 6

 Parental involvement


Every year, two workshops are held for Reception parents to come along to at the end of a school day early in the Autumn term so that they can become familiar with our approach to teaching phonics. We also offer a reading meeting to all Reception parents where we explain in more detail what we do in order to teach children to read and how parents can support this at home. This is usually held just before the October half term.

In addition to these annual workshops, we also offer a range of curriculum evenings to parents of children in all year groups. These seek to further inform parents about their children's learning. Last year we held a phonics and spelling evening and previously we have hosted writing and reading meetings for all parents.

World Book Day

Every year in March on the Thursday that World Book Day falls, children and staff dress up as a book character.  The day is focussed on a range of learning experiences and activities that are designed to celebrate reading and further promote reading for enjoyment. A highlight of the day is the whole school assembly when each class gets a chance to parade around the hall for the rest of the school to see! 

Reading and Writing Targets

In KS1, children are set targets for their writing by their class teacher. These are displayed in the classroom as a prompt to children whenever they write. In KS2 children have their targets on the inside cover of their English books. Reading targets are set as a focus for each guided reading session so that each group of children are aware of what they need to be developing in each session.

Strategies for Reading

The programmes of study for reading at key stages 1 and 2 comprises of two parts:

  • Word reading
  • Comprehension (both listening and reading).

It is essential that teaching focuses on developing pupils' competence in both these areas. This is done through one-to-one teaching and regular guided reading sessions.

One-to-one reading focuses on word reading, developing phrasing and fluency and comprehension. Adults, working one-to-one, aim to develop a child's skills in applying phonics to unknown words, using their knowledge of sentence structure and reading for meaning. Throughout the school we have adults who have been trained in the skills of being a Better Reading Partner and these adults work with selected children from each year group three times a week for ten weeks in order to focus on further developing a child's skills as described.

Guided reading focuses on meeting the needs of groups of children.  The children are grouped by ability within the class and all read the same text with a focus on teaching the children the skills they need in order to develop as readers. Each session, pupils will share a book at their level within a group led by the teacher or teaching assistant. The follow-up work focuses on skills such as responding to the text, using inference and deduction, skimming and scanning texts to find information or considering choices made by the author.

Reading Schemes

At Shawley, we do not have one specific scheme, instead we have a variety of scheme based  non-fiction and fiction books on offer for children to choose from. 

In KS1 these are kept in levelled, colour banded boxes / baskets.

KS2 also have access to these.

Additionally, all classes have a designated book area, with a variety of texts for free readers.

Book Bands further information

Reading tips for parents 5 -7 years old

Reading tips for parents 7 -11 years old

Strategies for Writing

 The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

  • Transcription (spelling and handwriting)
  • Composition (articulating ideas and structuring them in speech and writing).

It is essential that teaching develops pupils' competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.

Each week 4 - 5 lessons are dedicated to English, in which writing plays a part and strong cross curricular links are made where possible. In Foundation Stage, Children begin to develop writing in accordance with the Early Learning Goals and the Curriculum Guidance for the Foundation Stage document.  Across the school, there are many more opportunities for children to progress in their writing skills as English is central to our theme-based, creative curriculum.

At Shawley grammar skills are taught and applied within the context of English lessons in a cohesive and creative approach.

 Vocabulary, punctuation and grammar document for years 1 - 6






Shawley School Award Winners

We have recently started awarding children with VIP (Very Important Pupil) Lanyards when they have excelled at something. We are particularly looking for children who promote the school values and are excellent role models to others in terms of following the school rules.

Our most recent VIP awards have gone to:

Skarlett (Chestnut) - for always being kind, thoughtful and caring towards everyone. She is a supportive and encouraging learning partner who is always polite and helpful.

Georgia (Fir) - for the kindness she shows to others. She has a thoughtful nature, beautiful manners and is friendly to everyone. Georgia displays an excellent attitude towards learning and takes pride and care with all aspects of her work. 

Hannah (Oak) - who has been recognised for being consistently hard working, polite, helpful and kind. She is an excellent role model and a delight to have in Oak class!

Ollie (Fir) - who demonstrates an excellent attitude to learning. He is a kind and thoughtful learning patner who stays focussed and on task.

Amy M (Elm) - who treats everyone with respect. She is thoughtful and consistently kind to others. Amy always endeavours to produce her best work and should be incredibly proud of the standard of work she achieves. She is a real delight to have in class and all adults who have been teaching her have noticed her for her efforts!

Keeley-Rose (Fir) - has been recognised for being an excellent learning partner and showing kindness to all.  She is a thoughtful friend and is an excellent role model in the way that she follows the school rules. Keeley-Rose always completes tasks to the best of her ability.

Molly (Beech) - is a great asset to her class. She is always enthusiastic and keen to learn and puts 100% effort into all of her work. Molly is always kind and caring towards her peers, is a supportive learning partner and is helpful around the classroom.

Ella (Fir) - has been recognised for being an excellent role model in the classroom. She is caring, thoughtful and always ready to help when needed. Ella takes her learning seriously and applies a hard working approach.

Ellie-Mae (Elm) - has been recognised for the support she offered during the girls football tournament last week. She was such an encouragement to others, picking up players who were down and reassuring them if they had not scored or not saved a goal. This thoughtfulness to others was a pleasure to see, thank you Ellie-Mae.

English Provision - English Provision


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What parents are saying about us

Shawley is a caring environment where every child is known to all, even from the early days of the Reception year. The older children are taught to respect the little ones; the little ones know and trust the older ones. Personal and emotional development, as well as academic progression, are intrinsic to the success of this warm, secure school which, although located in the heart of Epsom Downs, retains a "village-like" feel.

John & Glynis Wheeler, Parents

Shawley has given our son the best possible start in school life. All the teachers throughout the school seem to have a real passion and enthusiasm for teaching. The school has an enthusiastic and thriving Fundraising Committee, consistently striving to raise funds for extra equipment and facilities for the children.

Charlotte Elson, Parent

Both my children really enjoy coming to school. They are excited to learn new things and find their classes both interesting and challenging. As a parent, I feel the staff at al levels are helpful, friendly and approachable. My whole family loves Shawley Community Primary School!

Charlotte Crossley-Lo, Parent

Shawley provides a stimulating curriculum and my son loves to share his new found knowledge at home.

Almarie Groves

A great school. We have only happy memories from our time at Shawley

Rose and Holly

A friendly, caring school, set in lovely grounds, which is always striving to improve for their students, teachers as well as parents.

Vickie Nimmo

We are really impressed with the education our son receives at Shawley Community Primary School. The school has a warm and friendly feel about it with all staff giving 100% to each pupil.

Joseph Sanders

The teaching staff have been very supportive of our family's religious convictions and beliefs, and has provided alternative arrangements in his class so my son does not feel excluded.

Asa King

My children have enjoyed their time at Shawley and love the school. They have grown in confidence both socially and academically. The staff are approachable, friendly and caring. There is a sense of community within the school.

Gautham & Saathana Emmanuel

Shawley is a friendly, caring school. My son has been happy there from the first day he started and has developed a great enthusiasm to learn. Both my children are very happy at the school and we are happy with their progress.

Hilary Neville

Such a happy, friendly school. Miss Harmer has really brought out the best in Charlotte.

Charlotte Hathorn

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