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Wigton Moor

Primary School

Everyone learns and everyone achieves because everyone matters!



At Wigton Moor, everyone learns, and everyone achieves because everyone matters. We share the aim for English in the National Curriculum ‘to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.’ All learners, from the most able to those with SEND, benefit from a no ceiling approach to differentiation to enable them to develop a deeper understanding of English. Our curriculum reflects the dual nature of English as a subject in its own right and as a means of learning and expression which serves the whole curriculum.


The intention in our English curriculum is for all pupils:


  • to develop high quality spoken, reading and written language skills so as to be able to confidently express their own thoughts and ideas.
  • to fulfil or exceed the age-related expectations as outlined in the EYFS curriculum and the National Curriculum and to be ready to build on what they have learnt, in the next stage of their education.
  • to develop speaking and listening skills and their wider understanding of language to provide a firm foundation on which to develop an appropriate range of oral, reading and writing skills.
  • to read widely with fluency, accuracy, appropriate stress, intonation and good understanding, developing a lifelong love of reading.
  • to enjoy a wide range of texts and experiences which build cultural capital, celebrate diversity and allow pupils to consider carefully the views of others.
  • to write with increasing independence for a range of purposes and audiences, using ambitious vocabulary, fluent transcription skills, and accurate spelling, grammar and punctuation.



We deliver a coherent, rigorous, ambitious and diverse English curriculum, tailored to the needs of our cohorts. It encourages personal, local, national and global understanding, empathy and responsibility, whilst also adhering to the aims and requirements of the EYFS and National Curriculum.

In addition to on-going assessment for learning, we undertake regular diagnostic assessment to target and adapt our teaching to pupils’ needs. We provide timely, high quality structured support and intervention for those who find areas of literacy difficult. This includes phonics interventions for children who need this, whether they be in Reception, KS1 or KS2.


Our phonics programme, with appropriately matched phonic reading books, is delivered from Reception and through KS1 with appropriate pace, and ensures that children develop a secure working knowledge of the phonic skills needed to be a fluent reader.


In the EYFS, we develop children’s oracy and early reading as well as their capability and motivation to write. We embed opportunities to develop self-regulation and growing independence, and support parents to understand how to help their children learn.


In KS1 and KS2 we provide a variety of learning experiences across the curriculum to develop both their speaking & listening skills and a wide range of vocabulary in spoken language. This is embedded in all classroom provision as well as in enhancement opportunities such as theatre trips, author visits, writing competitions and World Book Day activities.


We use a consistent, balanced and engaging approach to developing reading, which integrates both decoding skills and VIPERS comprehension skills. We select varied, challenging and high-quality texts chosen according to needs and interests of the cohorts. We use modelling and supported practice to teach children to use the VIPERS strategies for developing and monitoring their reading comprehension with increasing independence. We also make good use of Reading for Pleasure activities such as Book Talk sessions in class and the provision of a wide variety of stimulating home reading books to promote a love of reading. We involve parents in their child’s reading journey by holding Reception parent phonic information meetings and sharing further information, including videos about phonics and information about the VIPERS skills, on our website. We keep parents informed and involved throughout their child’s time at Wigton Moor through regular communication at Open Mornings, parent consultation evenings and via our website. We use Reading Record books as an effective channel of communication between the class teacher and parents and also to suggest ways of supporting children with their reading.


Similarly, we use modelling and supported practice to teach composition strategies. Our writing process teaches pupils to plan, proof read, evaluate and edit their own writing for a range of purposes and audiences, using appropriate vocabulary, grammar and punctuation, with increasing independence. We provide opportunities for children to talk about what they are planning to write and to develop a wide range of vocabulary through specific teaching and through the sharing of a wide range high quality texts. We use extensive and effective practice and explicit teaching of handwriting, spelling, grammar, punctuation and sentence construction. We teach all children to use correct letter formation in Reception and Year 1 and to begin to develop a neat, joined cursive style from Year 2 onwards.



As a result of this provision, Wigton Moor pupils learn more and remember more as they progress through the school. They are independent, articulate learners who demonstrate high quality spoken, reading and written language skills. They contribute confidently in lessons throughout school and consider carefully the views of others. They read with appropriate fluency and good expression and enjoy discussing their reading and reading for pleasure. In written work, they express their ideas neatly and coherently, and enjoy writing with increasing literacy knowledge and skills as they move through school. Our attainment is above that of both the Leeds and national averages across the age ranges.