English at Redhill

Children at Redhill Primary School follow an English curriculum which gives children extended practice to embed new knowledge and skills. Learning is consolidated to such a degree that it is known, understood and embedded, leading to fluency. When children have recalled the skills taught and are able to apply them accurately in their own writing, the learning is secured. After reaching the expected standard to achieve age appropriate expectations, children will demonstrate their fluency in Literacy to develop deeper learning. They can then write for range of purposes confidently, effectively and accurately. Those children who are not on track to achieve the expected standard, have precise and targeted intervention to consolidate and embed the learning.

Our aims are that all children can:

  • Be able to articulate their ideas clearly, expressing opinions and debating their views.
  • See reading as enjoyable, rewarding and worthwhile; read with fluency and confidence across the curriculum and share in discussion about social and moral issues raised from books.
  • Acquire a wide vocabulary and an understanding of grammar.
  • Be able to apply their knowledge and skills of composition, spelling, grammar and handwriting in extended pieces of writing while writing for a purpose and audience across all curriculum subjects.


We believe that children should be given the opportunity to embed their writing skills and deepen their learning. Because of this, particularly in the early years and KS1, the children work on a smaller range of genres but have the opportunity to apply their learning across other curriculum areas. There is an emphasis on precision in all areas of writing: planning, composition, grammar, spelling handwriting and redrafting. Through modelled writing and guided writing sessions precisely focusing on children’s next steps, children secure their knowledge of age appropriate skills as outlined in the programmes of study for the new national curriculum.

Spelling, punctuation and grammar

We follow the programmes of study for each year group as outlined in the National Curriculum 2014. In the Early Years and Key Stage 1, spelling is closely matched to phonics teaching with daily sessions providing the children with the opportunity to practise and apply phonemes taught from the Letters and Sounds programme. Additional discrete spelling sessions are taught in Key Stage 1 to provide an opportunity to teach objectives around word families, prefixes and suffixes.

At Key Stage 2, there are weekly discrete spelling lessons. In addition to this, spelling, grammar and punctuation are taught daily through short starter activities and then developed and applied through the writing process. From Year 1, children are given weekly spelling tests based on words taken from phonics and discrete spelling lessons.

The National Curriculum in England -  English Appendix 1: Spelling

Spelling Expectations

The spelling expectations for each year group cover a mixture of spelling rules and patterns alongside statutory words which the government hopes all children should be able to spell by the end of the year.

We have broken these statutory word lists into more manageable chunks and will focus on a selection of these key words each half term. Please note that this is in addition to the children’s weekly spellings where children learn about particular spelling rules.

Year 1, Year 2, Year 3, Year 4, Year 5, Year 6


We follow the programmes of study for each year groups as outlined in the National Curriculum 2014 supported by the Nelson handwriting scheme. There are discrete handwriting sessions throughout the primary phase with teachers demonstrating the formation of the letters and correct joins.

In addition, in all writing activities handwriting is reinforced for children to ensure that they apply the skills taught in discrete lessons.

Please find attached below a useful programme to support pupil's motor development, called ‘Funky Fingers’ . This is a selection of activities that we have adapted to support the development of children's fine motor and gross motor skills.

Funky Fingers