Skip to content ↓

Our Ethos

'We Nurture'
'We Enrich'
'We Inspire'
'We Empower'
'We Achieve Together'

English. (Reading and Writing)


We believe that English has a special place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually.


Our aim for English at Stonebow is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. We aim to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

IMPLEMENTATION - How we do it at Stonebow

Key skill sessions each morning from 08.45 onwards include the development of grammar, punctuation, spelling and reading comprehension through both routine and enriching activities often with a competitive element. With the aim of raising standards, they are crafted using data gap analysis from teacher assessments and summative test outcomes to ensure targeted learning.

Early development of phonics through the Read Write Inc. initiative contributes to reading and writing skills that are then taught progressively as the children move through the school. Using a ‘cold’ and ‘hot’ write process of self, peer and teacher assessment against success criteria, the children engage in developmental exercises and activities between the ‘cold’ and ‘hot’ writes thus making cumulative gains throughout the year.

IMPACT - Assessment of outcomes

Judgments against the national curriculum key performance indicators are made and recorded using a triangle of assessment:

  • Teacher observation of pupils during classroom activities to identify broad vocabulary; confident speech and a love of reading.
  • Quality of written outcomes in books
  • Outcomes of appropriate summative formal test (nationally recognised standardised scores)
  • Judgement against NC criteria for WT, EXS and GDS