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The Literacy Subject leader is: Mr Paul Quarry


Subject Ambassadors are Harley and Eve

Reading Statement of Intent

It is our intent at Fitzwilliam Primary School to provide pupils with a high-quality education in English that will teach pupils to speak, read and write fluently so that they can communicate their ideas and emotions to others effectively.

With regards to Reading, phonics will be emphasised in the early teaching of reading to beginners when they start school.

We intend to encourage all pupils to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, to gain knowledge across the curriculum and develop their comprehension skills. It is our intention to ensure that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

  • Subject Leader Curriculum Intent, Implementation and Impact Overview

    Subject: English

    Subject Leader: Paul Quarry



    Research link



    Intention 1:        

    To build an English curriculum which develops learning and results in the acquisition of knowledge and skills.

    To design a curriculum with appropriate subject knowledge, skills and understanding in Speech and Language, Reading and Writing as set out in the National Curriculum so that children can reach and exceed their potential at Fitzwilliam Primary School and beyond.


    National Curriculum

    School adheres to the statutory content of the National Curriculum to ensure all children have access to appropriate age related knowledge and skills










    National Curriculum Programmes of Study and Scheme of Work

    • English is planned for, following the KS1 and KS2 school curriculum.
    • English is planned for following the scheme of work (as suggested by Wordsmith but supplemented by high-quality selected texts which also form Units of work).
    • Whilst the National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.









    Children will make at least good progress in Reading, Writing and Speaking and Listening from their last point of statutory assessment of from their starting point in Nursery.








    Intention 2:         

    To build a curriculum which develops a love of reading.

    To design a curriculum which has reading at its core across all curriculum areas.   Through choosing quality texts, we intend to develop a love of reading and allow children to recognise the pleasure they can get from their reading, as well as an understanding that reading allows them to discover new knowledge and fuels their imagination for ideas to use in their own work.

















    Education Endowment Fund research indicates that Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress.


    School – phonics outcomes improved significantly when the systematic teaching of whole class teaching of phonics was introduced.




    Education Endowment Fund research indicates that reading comprehension approaches deliver an additional six months’ progress. Successful reading comprehension approaches allow activities to be carefully tailored to pupils’ reading capabilities, and involve activities and texts that provide an effective, but not overwhelming, challenge.









    • The systematic teaching of phonics has a high priority throughout Foundation Stage and Key Stage 1. Phonics is taught daily to all children in Foundation Stage, Year 1 and those in Year 2 who have not passed phonics screening in Year 1.
    • Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them. Phonics is delivered in a whole class format because it enables staff to ensure application across subjects embedding the process in a rich literacy environment for early readers.
    • Intervention is planned for those children who are working below expected levels.
    • Jolly Phonics is used as the spine for delivery of the phonics sessions. Jolly phonics is visual, audial and kinaesthetic thus increasing the likelihood of rapid progress.



    • Reading forms the core of our curriculum. All children read. Books are selected by teachers with the knowledge of how they link to other areas of the curriculum.
    • Reading Scheme – school uses a variety of different reading schemes to provide a wide variety of appropriate quality texts for children to read covering all genres. The schemes incorporated into our reading provision include: Oxford Reading Tree, Project X, Graphic Novels and The Power of Reading recommended texts. All books are Book Banded in order to ensure progression and challenge for all children.
    • All children from year 1 complete the Salford reading test to ensure they read appropriately challenging books.
    • Individual Reading – all children in Foundation Stage read individually to a trained adult each weekly. Throughout school a minority of children will read 1 to 1 with an adult as a form of intervention.
    • Guided Reading – all children from Upper Foundation Stage take part in Guided Reading. Guided Reading Sessions, which run x3 sessions per week, are planned by all teachers to teach a range of techniques which enable children to comprehend the meaning of what they read.
    • Reading Areas All classrooms have class reading areas with topic themed books and author books. All classrooms have access to themed mental well-being books outside the classroom.
    • Library - All children visit the school library each week and choose a book to read at home for pleasure.
    • Reading Bugs - All children have access to Reading Bugs which is a web-based ability appropriate reading scheme which they can access at home and school. Links can be made between Reading Bugs and Wordsmith.



    Children will have a love of Reading and make at least good progress in Reading from their last point of statutory assessment of from their starting point in Nursery.




    Intention 3:         

    To provide opportunities across all curricular areas for the development and application of Speaking, Listening and Writing skills.

    To design a wider curriculum that provides regular opportunities for pupils to use and apply the writing and spoken language skills they have acquired from the English Curriculum.



    Education Endowment Fund research indicates that all pupils benefit from oral language interventions, and some studies show slightly larger effects for younger children and pupils from disadvantaged backgrounds (up to six months' additional progress). 


    School baseline upon entry data indicates that a significant number of children enter Lower Foundation Stage with speaking and listening skills that are below chronological expectations.


    Education Endowment Fund research indicates that children benefit from a balanced approach to literacy that includes a range of approaches. The emphasis of the different approaches will shift as children progress; effective diagnosis can help to identify priorities and focus teaching to ensure that it is efficient.




    • The promotion of a language rich curriculum is essential to the successful acquisition across the curriculum.
    • The development of speech and language is identified as one of the most important parts of our schools early years curriculum. A Speech and Language Therapist is employed by school to screen and work with all children as they enter Nursery. This enables staff to match oral language activities to learners’ current stage of development, so that it extends their learning and connects with the rest of the curriculum.
    • The promotion and use of an accurate and rich cross curricular vocabulary throughout school is planned in all subjects. This is evident in all learning areas.


    • All Children write daily.
    • School uses the Wordsmith scheme to ensure the coverage of key objectives in grammar which build competency. Opportunities for children to apply their writing are planned and links to the wider curriculum are made when doing this. Writing is assessed at appropriate times when key skills can be applied in a meaningful way and next steps identified by the teacher and also through self and peer assessment. We assess using Writing assessment grids that we share with the other academies in our Multi Academy Trust.
    • School has a presentation contract that all children and staff adhere to. Good presentation is celebrated.




    Children will be able to produce written work in all areas of the curriculum of a similar standard which evidence good progress from their last point of statutory assessment point or their starting point in Nursery




Reading Procedures at Fitzwilliam Primary School

At Fitzwilliam Primary School reading is an important part of all children’s learning and progress.

The schools main reading scheme is ‘Oxford Reading Tree’ however this is supplemented with other schemes including: Project X and Graphic Novels. School has also purchased ‘Bug Club’. This is an online reading scheme which children can access both at home and school. This means that all children have the opportunity to read a wide variety of books in a structured, challenging and progressive approach. All books, including ‘Bug Club’, are colour banded and this ensures appropriate challenge is provided for all children. Children are also encouraged to enhance their reading through schools weekly library loan service where books are also colour banded. The majority of children leave Fitzwilliam as confident, competent readers with a love of reading. The reading scheme across school is constantly evolving and as a result children are provided with books that not only challenge but also interest them and encourage a love of reading.

Phonics, is an important daily lesson in each class from the Nursery through to Year 2. The school follows the government ‘Letters and Sounds’ scheme which develops the children’s ability to hear, discriminate, recognise and write the sounds. The New Curriculum also supports children’s phonic development and we are working in line with the curriculum content provided.Phonic work is combined with the school’s structured reading scheme to develop reading skills. Every year in June, the Year One pupils take the National Phonic Screening check. The children are expected to reach a benchmark level.  Parents are provided with a preparation pack to support their children in readiness for this assessment. Our parents are excellent at supporting the school phonics and reading homework. The children take reading books home daily to practise, improve and enjoy and we appreciate this support enormously.


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