English at Christ Church CE Primary School

Christ Church follows the guidance provided by the New National Curriculum for English; this includes Reading, Writing and Spelling Strategies. 


Our aims are that our children leave Christ Church CE Primary as fluent readers who have a love of reading. 

The teaching of reading begins in Foundation 2 through the ‘Letters and Sounds’ programme. The children progress through this to the end of Key Stage 1.  During the children’s time in Foundation Stage we aim to ensure that they have access to high quality texts.  Reading should be part of their daily education.  At the beginning we get them to learn about the features of books (pages; when to turn pages; link between pictures and words; words and meaning) and develop their early decoding skills through phonics.

 As they develop through the school, we teach our children how to read properly using punctuation and decoding meaning and vocabulary.  By the time they leave us, we want them to have good comprehension skills; be clear readers and understand how authors use different techniques to convey meaning.  

We ensure that the link between reading at home and school is strong throughout school.  From the beginning our children will have a range of banded age appropriate reading books to choose from. We use a number of reading schemes for our banded books.  They include:

  • Oxford reading Tree
  • Project X reading books
  • Oxford Graphic Novels
  • Collins Big Cats 


At Christ Church we recognise that writing is an essential and lifelong communication tool.  It is used in all elements of the curriculum.  We want our children to value their writing and help them understand how they can develop and adapt their work to ensure that they communicate their meaning as well as possible.  We will help them to understand that we write for an audience and give them opportunities to write for real life purposes. 

 Punctuation and grammar are taught as tools to help children improve the structure and flow of their communication.  We spend a lot of time linking these to children's spoken language and their reading.

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