The way we plan and teach literacy enables pupils to:

  • Learn about the value and complexities of language
  • Use incrementally sophisticated language and structures appropriately
  • Communicate appropriately with different audiences at different levels and in different contexts.

We recognise that English literacy has a pre-eminent and pivotal status in education and in society. Literacy in PWPA comprises reading, writing, talking and listening. In our academy our learning offer is of a high quality and strives to teach each individual pupil to speak and write fluently so that they can communicate their ideas and emotions to others. We teach children to read carefully and listen attentively so others can communicate with them.

We make time to read high quality texts to children from FS to Y6 to broaden horizons and to inspire children to be more ambitious in their reading and writing. Writing teaching follows many of the principles of Pie Corbett’s T4W. It is based on carefully selected texts to promote particular writing skills. Children imitate, innovate and invent to produce high quality writing of a variety of genres.

By the end of Key Stage 1 pupils will:

  • Read most words of two or more syllables accurately, including words with common suffixes and most common exception words
  • Read words accurately and fluently and sound out most unfamiliar words
  • Read a familiar book in a way that makes sense and be able to answer a range of questions and make some inferences based on what is being said or done
  • Demarcate most sentences with capital letters and full stops (with some use of question marks and exclamation marks)
  • Begin to answer questions using inference, retrieval, literal interpretation, prediction, sequencing and sophisticated vocabulary (after these skills have been explicitly taught)
  • Use different types of sentences such as statements, questions, exclamations and commands
  • Write in past and present tense mostly correctly
  • Use some expanded noun phrases
  • Use connectives for co-ordination (or, and, but) and some for subordination (when, if, that, because)
  • Segment spoken words into phonemes and represent these by graphemes correctly
  • Spell many common exception words and some words with contracted form accurately
  • Add suffixes to spell words correctly
  • Use joined cursive writing, write capital letters and digits to the correct size, orientation and relationship to one another and to lower case letters
  • Use the correct spacing between words
  • Begin to edit and improve their writing.

By the end of Key Stage 2 pupils will:

  • Independently select and read above age-related ambitious books across a range of genre with confidence and fluency
  • Work out the meaning of words based on the context that they appear within a sentence
  • Explain, discuss understanding, draw inferences and make predictions based on what they have read
  • Retrieve information, summarise main ideas, identify key details and use quotations from non-fiction texts
  • Evaluate the use of author’s language, including figurative language, and state the impact that this has on the reader; then apply in their writing with a developing authorial vice
  • Create atmosphere, and integrate dialogue to portray characters and advance action
  • Select vocabulary and grammatical structures (including adverbials within and across sentences)
  • Use passive and modal verbs mostly appropriately
  • Use different sentence types including different clause structures –selecting them for effect
  • Use adverbs, prepositional phrases and expanded noun phrases effectively to add detail
  • Use inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly, whilst making some correct usage of colons, semi-colons, dashes and hyphens
  • Spell most words correctly
  • Maintain legible joined handwriting with fluency and speed, knowing whether or not to join certain letters
  • Write a range of genre at length and with stamina to create cohesive pieces of writing which utilise the varying grammatical structures taught.

Reading Intent

In Paddock Wood Primary Academy:

  • Every child learns to read with fluency and understanding, regardless of their background, need or ability
  • Phonics teaching consistently exceeds the expectations of the English National Curriculum and Early Learning Goals
  • Clear expectations of pupils’ phonics progress term by term, from EYFS to Y2 are reflected in our phonics programme; thereafter phonics learning and teaching is integrated more into daily reading/writing/grammar
  • Benchmarked reading books (RWI) ensure cumulative progression in phonics knowledge and are matched closely to our phonics programme
  • We have a progressive scheme in place from EYFS to lower KS2, then upper KS2 for children to incrementally self-select appropriately challenging texts.


  • Module assessments of pupils’ phonics progress are detailed and highlight anyone falling behind the programme’s pace; and targeted support is put in place immediately
  • Teachers’ expertise in teaching phonics and reading ensure consistency from one year to the next
  • Reading, including the teaching of systematic synthetic phonics, is taught from the beginning of EYFS
  • Teachers have a clear understanding of how pupils learn to read; comprehension skills are explicitly taught and children discuss texts in depth with adults and peers
  • Teachers give pupils sufficient practice in reading and re-reading books that match the grapheme-phoneme correspondences they know, both at school and at home
  • Staff read aloud stories, poems, rhymes and non-fiction that develop pupils’ vocabulary, language comprehension and love of reading (including less-familiar age-appropriate texts)
  • Quality time continues to be devoted to to reading across the children’s school life.


  • All pupils, including the weakest readers, make good progress to meet or exceed age-related expectations; aspirationally, at least 30% meet or exceed GD
  • Pupils are familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction texts, including more complex pieces.

In Key Stage One, the phonics scheme currently used is Read Write Inc. It provides a structured and systematic approach to teaching literacy and is designed to create fluent readers, confident speakers and willing writers.