English – Intent, Implementation & Impact
Intent
At Little Hoole, we want all pupils to become fluent readers, articulate speakers and confident, purposeful writers. English sits at the heart of the curriculum, enabling children to access learning across all subjects and to express themselves creatively and accurately. We aim for all pupils to:
Reading & Phonics
- Secure a strong foundation in early reading through the systematic, synthetic Little Wandle phonics programme.
- Develop fluency, comprehension and a love of reading by engaging with high-quality, diverse texts.
Writing
- Become confident writers who can craft clear, coherent writing for a range of purposes and audiences, as outlined in the National Curriculum and Writing Framework.
- Build a deep understanding of text structures, language features and authorial choices through a consistent Talk Write approach.
Talk & Oracy
- Develop strong oracy skills so that talk becomes the driver of learning, enabling children to rehearse language, clarify understanding, and become confident communicators.
Spelling & Handwriting
- Acquire secure spelling knowledge through No Nonsense Spelling and develop fluent, legible handwriting through LetterJoin, enabling automaticity and stamina.
Implementation
Talk Write (Lancashire)
- The Talk Write programme underpins writing across the school.
- Units follow a clear sequence: immersion in high-quality texts → explicit vocabulary teaching → oral rehearsal → modelled writing → shared and guided writing → independent application.
- Drama, storytelling, mapping, boxing-up and oral rehearsal support children in internalising structures before writing.
- Teachers model “writerly talk” and provide sentence stems and structures to support progression.
Reading & Phonics
- Little Wandle phonics is taught daily with fidelity, alongside regular assessment and rapid catch-up interventions.
- Matched decodable books allow children to practise their growing phonics knowledge.
- Daily reading through guided, shared and independent sessions ensures that fluency, vocabulary, and comprehension skills progress systematically.
- Each class studies high-quality core texts that broaden cultural capital, develop language and enrich writing.
Writing
- Writing follows the Talk Write model, with a strong emphasis on speaking and listening prior to writing.
- Genre knowledge, grammatical features and model texts are explicitly taught and revisited.
- Writing purposes (to entertain, inform, persuade, discuss) are planned progressively in line with the Writing Framework.
- Children are supported to plan, draft, revise and edit their writing, with teachers modelling metacognitive strategies (e.g., “thinking aloud”).
Spelling
- No Nonsense Spelling is taught regularly in short, focused sessions, covering strategies, rules and patterns.
- Common exception words and statutory word lists are embedded through retrieval and ongoing practice.
- Gaps identified in assessment lead to responsive small-group or in-class interventions.
Handwriting
- LetterJoin is taught discretely and reinforced across all subjects.
- Teachers ensure correct posture, pencil grip and letter formation, with early interventions for children needing additional motor or formation support.
- Joined handwriting is introduced systematically once letter formation is secure.
Oracy Across the Curriculum
- Structured talk is embedded across all subjects through paired talk, group discussion, debates, presentations and vocabulary rehearsal.
- Sentence stems and explicit teaching of talk conventions help children express ideas clearly and respectfully.
- Drama, role play and oral storytelling support the Talk Write approach.
Assessment
- Daily formative assessment is used to shape teaching.
- Summative assessments in reading and writing occur termly.
- Phonics assessments in Little Wandle identify children for targeted “keep-up” or “catch-up” sessions.
- Writing is moderated internally and externally to ensure accuracy and consistency.
Impact
By the end of each key stage, pupils:
Reading & Phonics
- Are fluent, confident readers who decode automatically and read with increasing expression.
- Demonstrate secure comprehension skills and can discuss texts using appropriate vocabulary.
- Enjoy reading and choose to engage with a range of texts independently.
Writing
- Write with clarity, accuracy and purpose, drawing on the structures and language learned through Talk Write.
- Use grammar, punctuation and vocabulary deliberately and effectively.
- Demonstrate independence in planning, drafting, editing and improving their writing.
Oracy
- Speak confidently and articulately, using rich vocabulary and clear sentence structures.
- Listen attentively and respond thoughtfully, showing respect for different viewpoints.
- Use talk as a tool for learning, problem-solving and creativity.
Spelling & Handwriting
- Spell accurately using taught rules, patterns and strategies.
- Produce fluent, legible, joined handwriting that supports writing stamina and speed
Overall, pupils leave our school as literate, articulate learners who can read widely, write effectively and express themselves with confidence—fully prepared for their next stage of education.
