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A Little School With Big Ideas

English Writing


Throughout our English Writing Curriculum, we are dedicated to providing pupils with opportunities to experience writing in all its forms through purposeful and engaging experiences. Our pupils will be inspired to write through well planned experiences, that utilise real-life situations and draw upon learning from model texts. Through carefully planned and well-structured units of work, pupils will be inspired and motivated to write with commitment and determination to succeed. We know that reading and writing are intrinsically linked and strongly believe that exposure to high quality and challenging texts support learners in both of these essential life skills, as well as developing a child's understanding of vocabulary, style and formality in a wider context.


Units of work will be planned by class teachers, ensuring each unit include the following elements:

●An inspiring set of model texts, which promote engagement, provide opportunities to experience new language, focus on the interests and topic pupils wider learning relates to and promotes diversity in our community,

●An inspiring learning ‘hook’ to capture the attention and engagement of pupils,

●A progressive plan towards creating a published piece of written work by the end of the unit,

●Opportunities to develop cohesion and stamina for writing,

●Opportunities to review edit and develop writing.

A unit of work should typically follow the below process:

(Example given is of a two-week unit. Some units, particularly narrative, will be extended further)

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Our 'Big Ideas' threads:

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Whole School Threads:
Throughout each year children will experience writing for a range of purposes through carefully planned experiences and skill development. Each style of writing progresses in the skills taught as pupils' journey through the school, each resulting in a published piece of writing which is purposeful and relatable to experiences provided for our children.


  • Published pieces at the end of each new learning unit

  • Half-termly independent writing

  • Internal Moderation

  • External moderation

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English Reading & Phonics:


Our priorities in becoming an outstanding reading school:

  • place reading and books at the centre of the curriculum

  • recognise that being able to read well is a key life skill for children, whatever their background

  • believe that every child can learn to read with the right teaching and support

  • acknowledge that not all children will have had the opportunity to develop a love of reading at home, so this has to be taught and encouraged at school – just like any other area of the curriculum

  • build time for all children to read independently, read aloud and be read to during the school day

  • develop a coherent whole-school strategy for promoting reading for pleasure

  • spend money and time to support reading, including buying books and developing the school environment to support reading

  • believe that every teacher should be an advocate for reading

  • devote time to training staff so they are equipped to support children’s enjoyment of reading

  • involve parents to ensure the culture of reading that we have developed extends into the home.


In order to achieve our aims, we plan and teach the highest quality of English lessons daily across the school. Our planning is in line with the National Curriculum and follows a clear progression of skills map, placing reading for pleasure at the heart of the English curriculum. A successful approach to developing reading in a school could follow six interlinked strategies. Reading schools use each of these strategies to help all their children become life-long readers. These strategies are explained fully below.

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‘Building an Outstanding Reading School, 2017, Oxford Primary’


As a result of the intent and implementation of this policy, the children at Moggerhanger Primary School will:

  • Have a high standard of reading, in line with or exceeding age-related expectations

  • Make excellent progress, which will be measured from their initial reading ability to ensure continual progression of skills

  • Have the skills to pass their Year 1 Phonics Screening Check

  • Have high levels of comprehension ability, as demonstrated in end of year assessments in Years 1, 3, 4, and 5.

  • Have the skills to reach the expected level of development in end of Key Stage Reading assessments in Years 2 and 6

  • There will be high levels of engagement in books and reading across the school, from Pre-School to Year 6. Children will be able to talk about the books they are reading, the progress that they are making, their ‘Next Steps’, and what they enjoy about reading for pleasure

  • Children will enjoy and thrive during their English lessons, and apply the knowledge and skills they have learnt across the broader curriculum

  • There will be excitement about reading, and reading and high-quality texts will feature prominently across the curriculum.

Our Reading Book Schemes:


English Policy

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Curriculum - English

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