English
Writing at St Theresa’s Catholic Primary School
Intent
At St Theresa’s, English is taught with the firm belief that every child is a unique and valued member of God's family, and that the power of language enables children to develop as confident, articulate, and compassionate communicators. The children are taught English skills within English lessons and we expect to see the skills they have learnt across the curriculum and applied in other subjects. We consider good English teaching to be lively, engaging and to involve a carefully planned blend of approaches that direct children’s learning. The balance of adult-led and child-initiated activity is an important element of planning in EYFS, but similarly throughout the primary school, opportunities should be provided for children to initiate their own learning and to use and apply the English skills they have been taught. Through the Pathways to Write scheme, we provide a rich, diverse, and progressive English curriculum that promotes high standards of literacy and a love of reading and writing.
Rooted in high-quality texts, our approach ensures that children encounter a range of genres, voices, and themes, including those that reflect our Gospel values of respect, justice, and compassion. Vocabulary development and grammar are explicitly taught and embedded in meaningful writing outcomes throughout each unit of work. It is our mission to ensure that children will be able to re-read and edit their own writing to make it the best work that it can be through the use of applying knowledge and skills that have been taught, careful selection of vocabulary and the use of correct spelling and grammar.
At St Theresa’s, we believe that all our children can become fluent readers and writers. A love of reading is evident throughout our school and teachers continuously strive to promote this passion. We start teaching phonics in Nursery/Reception and follow the Ready Steady Phonics scheme, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school. As a result, all our children can tackle any unfamiliar words as they read. We also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum.
We recognise the importance of oracy as the foundation of effective communication and a vital tool for learning. We prioritise speaking and listening opportunities across the curriculum, ensuring pupils are equipped to express their ideas clearly, listen actively, and engage in respectful, meaningful dialogue. Our English teaching nurtures both skills and imagination, empowering children to become thoughtful writers, critical readers, and eloquent speakers who can use their voices to serve others and act as stewards of a just and caring world.
Implementation
English is delivered through the Pathways to Write scheme, which ensures a consistent, well-structured approach to the teaching of writing across all year groups. Each unit is centred around a high-quality, engaging texts. Plans are adapted appropriately to suit each cohort of children. Lessons are carefully sequenced to build on prior knowledge, with explicit teaching of vocabulary, grammar, and writing skills. These are embedded within purposeful writing opportunities that lead to a final extended piece. Teachers use clear modelling, shared and guided writing, and ongoing assessment to support children in becoming independent, skilled writers.
At St Theresa’s, our reading curriculum is designed to equip pupils from Year 2 onwards with key skills to move them through the reading process towards becoming competent and fluent readers. Reading is closely linked to writing and is taught through whole-class and guided approaches that develop fluency, comprehension, and a love for literature. We do this through the Pathways to Read scheme. This is a programme designed to equip pupils from Year 2 onwards with key skills to move them through the reading process towards becoming competent and fluent readers. To support this approach, clear detailed lesson plans and resources are linked to high-quality texts, similar to those in Pathways to Write. Pathways to Read ensures engaging and purposeful reading lessons. In the earlier years, EYFS and Year 1 children read phonetically decodable books which exactly match with the teaching of phonics. This enables us to build strong foundations for our children starting on their reading journey. We want children at St Theresa’s to leave with a love of reading and books which will enrich their lives enabling our children to become lifelong readers.
In every classroom, the children are able to use the working walls as visual aids to support their learning. These are there to aid the children’s learning by providing models, vocabulary, examples or reminders. Although they will be neat and well-presented, they are not displays and the focus is on providing support for current learning rather than displaying the children’s work. Oracy is woven throughout the curriculum and is an essential part of each English unit. Pupils are given regular opportunities to articulate their thinking through partner talk, structured discussions, drama activities, debates, and presentations. These experiences are planned to deepen understanding of texts and support the development of coherent, confident speech.
Impact
The impact of our English curriculum is that children leave our school as confident, articulate, and thoughtful communicators, fully equipped with the literacy skills needed for the next stage of their education and for life. Through the Pathways to Write and Read approach, pupils develop strong foundations in reading and writing, showing secure knowledge of grammar, vocabulary, and text structure, and an ability to write with creativity and purpose across a range of genres. Regular assessment and moderation show that children make strong progress from their starting points, including those with SEND and disadvantaged pupils.
Children are enthusiastic readers who enjoy engaging with a wide variety of texts and can talk about them with insight and critical thinking. They demonstrate good comprehension and fluency, enabling them to access the curriculum and develop a lifelong love of reading.
Our emphasis on oracy ensures that pupils are able to express their thoughts clearly, listen actively, and engage in respectful dialogue. They grow in confidence and develop the ability to speak for different audiences and purposes—skills that reflect British Values of democracy and mutual respect.
