Broughton Primary School

‘Learning at the Heart of the Community’


English Curriculum Intent




Our curriculum at Broughton Primary School encompasses the following aims in order to meet the needs of our children and the English curriculum is the vehicle to bring these aims to life:


Aims of our Curriculum

ENGAGE – Pro-actively engage children in their education and help them to be responsible for their successes and achievements both academically and socially


  • Class teachers will plan using inspiring text drivers which offer children a stimulating starting point for writing and reading. An immersive text-led curriculum inspires and stimulates children and allows them to make links between other areas of the curriculum.


EVALUATE – They will have the ability to evaluate the choices they can make and make conscious decisions based on these evaluations.

  • Children are provided with continuous opportunities to learn from their experiences and editing is a significant part of the evaluation process. Throughout the school, children are taught the skills to edit and improve their writing so that they are equipped with the tools to make amendments independently – these revisions are made in green pen. There is always time devoted to feedback, review, consult and reflect in the writing process so that it is purposeful and effective.

EMPOWER – The children will feel empowered and unafraid of challenge or initial failure

  • At Broughton, our learning values encourage children to take ownership of themselves to empower their learning. These values, which are supported by staff around the school, recognise individuals showing resilience by being a ‘have a go hero’, having control by being ‘in the driving seat’, being kind to others and ‘spreading sunshine’ and showing innovation by ‘thinking outside the box’. These encouraged values are not only celebrated by adults but promote independence for the children. Children feel most empowered when they access learning that is pitched appropriately so it is important that children are provided with the adequate level of support and challenge.

REPONSIBLE – The children will have a developed sense of shared responsibility for things outside their immediate person.

  • During our English lessons, children are encouraged to use resources that have been made available to them. Working walls with vocabulary to magpie, scaffolds to stimulate writing, teacher modelling and WAGOLLs are just a few of the tools on offer to aid children’s writing. This extends to reading also where children are encouraged to take up the various reading initiatives that are endorsed in school. When children take responsibility for their learning leads to personal development and a sense of pride in the hard work produced and newly acquired skills.

ENJOYMENT – The children will love/ look forward to coming to school (the majority of the time!

At Broughton Primary School, we aim to foster children who have an enjoyment for reading and writing. We ensure that we include a variety of opportunities which are diverse and inspiring to embed the children’s learning. More varied in school experiences such as book clubs run by children, reading breakfasts and book swaps have all been introduced this year in the hope of installing a passion for English in children.





Synthetic phonics is taught in an interactive and engaging way across Key Stage 1. We predominately follow the ‘Little Wandle Letters & Sounds Revised’ programme although the daily phonics delivered is complemented with teacher-made resources that support and extend learning. Phonic teaching is matched to the children’s gross and motor skills assessments. Teachers maintain accurate assessments on children’s attainment of phonic sounds. All children are read with individually on at least a weekly basis and key children, identified through early assessments, are read with on a daily basis. Parents are invited in for a phonic workshop within the first month of their children starting school and all children take reading books home which are matched to the phonic sounds they have learnt.


In EYFS, during the autumn term, children who are not keeping up with the pace of phonics learning are identified for extra interventions (precision teaching/ booster groups). In the spring term, the children participate in Guided Reading sessions daily. Daily discrete synthetic phonics continues into Year 1. This is taught between the class teacher and LSA. Pupil Progress meetings at the beginning of the term identify children who are at risk of not passing the phonics check and additional phonic sessions are planned and home school support. The class teacher communicates with parents the phonic sounds learnt on a weekly basis and suggested consolidation activities. Additional reading opportunities for key children are planned with adults in school and also in the weekly reading breakfast, peer reading and the numerous books clubs on offer.


Our Reading Principles

At Broughton, we believe that reading is a passport to the world and the benefits of reading open children up to ideas, experiences, places and times they might never otherwise experience in real life. Every child deserves the chance to become a reader and research shows that children who enjoy reading achieve well right across the curriculum. We believe children actively enjoying reading and also being skilled at it are equally important. Both hold the same value and with either area lacking, children can be significantly disadvantaged.

Our reading aim in EYFS and Key Stage 1 is to develop fluent readers who are able to decode texts and develop a passion for reading. Our Key Stage 2 aim is to embed the enjoyment and develop the comprehension of texts.

Shared Reading

Directed Reading


Independent Reading

Small Group and Guided reading

Guided Reading takes place on a daily basis in all classes. During these sessions, children take part in a range of whole class and group sessions. In Key Stage 1, these reading sessions follow the Little Wandle progression of fluency, prosody and comprehension. In Key Stage 2, a curriculum linked class book is selected to read in its entirety over the course of the half term.


Whole Class Shared Reading

All English writing units have a key text driver. This is a high-quality text which the writing is based around. This book is shared with the class through whole class shared reading. The text will be used as a WAGOLL to support the children with their own writing.


1:1 Reading

Children have been identified who need to be read with on a daily basis with an adult. This could be because they did not pass the Phonic Check, they are Pupil Premium or that they are not meeting ARE in Reading.


Reading Breakfast

Every month, children are invited into school early at 8:15 with their parent to share a book together and have a breakfast. The breakfast is open to everyone.


Extra Small-Group Storytimes

Sessions are timetabled for children with speech, language and communication needs to share stories together.


Class Story

Every class has a class book which the teacher reads to the children on a daily basis. There is a poster on each class door which says the book the class are reading.


Book Club

A member of our year 6 class has been awarded the role of this year’s Literacy Ambassador As part of their responsibilities, they will plan and deliver two book clubs a week (currently one session with year 3s and one with year 6s). Over the half term, they will meet once a week for half an hour and enjoy reading their assigned book alongside one another whilst completing a range of activities.


Lunchtime Storytimes

Miss Ayers invites any avid readers to join her in the outdoor classroom from 12:30-1:00 on a Wednesday lunchtime where they can come along and bring a book to read. As well as reading, Miss Ayers will have the have a chat to the children about what they are currently reading and recommend future reads.


Wider Reading Opportunities and Celebrations

Each year, we take part in World Book Day activities as well as celebrating other reading awareness days throughout the year, such as National Read a Book Day. In addition, we will work with authors, illustrators, the local book shop, libraries and the School Library Service to ensure that we excite and engage children with the people who manage literature and promote it as a possible career path.



Drop Everything and Read - this happens each day in class. All children read a book of their choice for 10 minutes in class.



All children regularly visit the library to ensure that they have a book they can take home and enjoy.


Wider Curriculum

Children have many opportunities to apply their reader skills in the wider curriculum.


Wheel of Names

Children who read 5+ times weekly and record it in their reading journals are placed in a wheel of names to win an opportunity to play board games at a specified time each week.


Book Swap

Throughout the school year, children are invited to bring in any of their old books to exchange for exciting new reads. This is an easy and fun way to swap books that they have already read for books that they want to read so that others can experience and enjoy a wide range of fiction, non-fiction and poetry.



Developing a Love and Skill


Love of Reading:

  • Children are given the opportunity read every day to an adult
  • A planned and sequenced choice of books are read aloud to the children over the year
  • Quality texts drive all English units of work
  • Whole-school events are organised to celebrate and encourage reading
  • DEAR time every day in class to allow independent reading
  • Book swaps organised throughout the year to allow children to refresh their book supplies
  • Class story time celebrated in each class
  • Book corners in every class are regularly updated with new books
  • Reading breakfast – families invited into school early every Friday to share a book together
  • Book club – KS1/2 book club led by Literacy Ambassador
  • Daily lunchtime reading club
  • A range of reading materials are made available to the children e.g. The Week Junior/Nat Geo Kids


Skill of Reading:

  • Daily phonics teaching following Letters and Sounds programme
  • Home reading books linked to phonic sounds being taught
  • Individual support for children falling behind, e.g., additional reading, interventions and booster groups
  • Daily guided reading sessions
  • Parent phonic workshops
  • Phonics videos uploaded to school website to provide guidance for supporting adults at home



At Broughton, we aim to develop motivated and independent writers: those who write with understanding and purpose.


At the start of school, it is very important that the children are ready developmentally to write. Writing follows talk and reading. In order for a child to write something, they need to be able to say it first. This is achieved through a programme of play where young children learn to interact, talk and understand as well as develop physically. During the first term of Year R our main focus is the prime areas by providing opportunities for talk. This is encouraged at home with the use of the ‘Walk and Talk Boards’ which are intended to stimulate conversation between adults and children on their journeys home.


Throughout Reception, the physical development of children’s gross and fine motor skills are a primary focus in the children’s learning and are explored through various interactive and engaging activities inside and outside of the classroom. These aim to leave children negotiating space and obstacles safely, demonstrating strength and moving energetically e.g., running, jumping, dancing, hopping skipping and climbing in order to develop their gross motor skills. To develop children’s fine motor skills, they work on using a range of small tools including scissors, paintbrushes and cutlery and begin to show accuracy and care when drawing. Holding a pencil effectively in preparation for fluent writing is also focussed on through activities that are interwoven into the curriculum and provision.


Phonic learning and letter formation matches this provision with drawing around large letters on the black board or painting with water. Writing resources also match the children’s physical strength. Large writing materials are used and over time these are refined down to finer and smaller materials in order to develop handwriting speed, fluency

and legibility.


In order for the children to become motivated and independent writers they need to write with understanding and purpose. When planning writing units, class teachers ensure there is interplay between purpose, audience and form.


Motivating Writers

Children are motivated to write through:

  • Engaging texts for inspiration: Our curriculum is text-led and all planning across the year incorporates rich text drivers which ensure progression and builds on cultural capital. These high-quality texts serve as WAGOLLs for the children to inspire and encourage them in their own writing.
  • Use of ‘real’ purposes and audiences: At Broughton, we believe children will be more invested if what they are doing has a clear purpose. One of our curriculum drivers is ‘real life learner’ and this is a primary focus when planning to ensure that all of our outcomes are as authentic as possible for the children. Writing journeys are planned with real life audiences, where possible, whether that is to other children within the school, parents through assemblies or even, as Year 6 do, sending work off to authors such as J.K Rowling!
  • Engaging hooks and purposeful outcomes: Each writing journey will begin with a hook to provide an experience for the children to support them with their writing. This could be a Sunny breaking into school (Otters), a dinosaur intrusion (Foxes) or even a letter from the Ministry of Magic (Badgers). Children are more enthusiastic and immersed in their writing when it is taken beyond the classroom or involved an intriguing event/hook.
  • Multi-media: Technology has proved successful at motivating writers. iPads, cameras and laptops are regularly used within writing journeys.
  • Cross curricular opportunities: Our writing journeys, where possible, link to other areas of the curriculum which, we find, makes for a more immersive experience for the children. For example, Street Child by Berlie Doherty is used as a text driver used in one of Badgers’ writing journeys whilst they are learning about the Victorians in history.


Learning Journey

In each class, the writing learning journey is central to the teaching. The purpose and audience are made clear to the children at the start of each writing journey and is reinforced throughout the journey’s entirety. In each classroom there is an English learning wall. On the wall there is a WAGOLL. This will incorporate all the skills they will be learning within the unit. Each step is then displayed on the wall towards the outcome. This is done with the intention that children understand how one lesson builds on another within the progression of lessons. Teachers plan from the National Curriculum objectives alongside the Hampshire Assessment model. 


Each class has a long-term plan which outlines the learning journeys with writing outcomes to be completed over the year, referring to the quality texts. Within each learning journey there are ‘site of application’ writing opportunities built in. These pieces of writing require the children to apply previously learnt skills of a different form from a previous unit without any direct teaching. There are an increasing number of ‘site of application’ pieces across the year to enable pupils to apply their learning and see skills transferred to a new context. These ‘site of application’ outcomes enables teachers to assess what learning pupils retained and can apply independently. For pupils, they provide spaced practice, strengthening learning over the year. This is a progressive cyclical learning approach where learning is revisited over the course of the year, deepening their understanding each time.



Assessments are made by the teachers continuously and used to plan subsequent lessons. Live marking within lessons drives immediate feedback and adaptations to learning. Teachers track individual progress on assessment sheets. These help the identification of Data drops happen three times a year and are reported to parents through parent consultations and reports across the year. Writing moderations with other schools as well as book looks ensure that writing is in line with the expectation.