We aim to ensure that every pupil leaves our school as a fluent reader, an articulate speaker and a confident writer, ready for the next stage of their learning journey.
Writing sits on a sea of talk and we recognise the importance of separating composition and transcription for early writers. Once pupils have secured strong foundations, they move to a highly effective and well embedded writing curriculum, which uses high quality texts as models for writing. As a result our outcomes in writing are consistently significantly above national at the end of key stage 2.
In accordance with the National Curriculum, Lady Margaret Primary School believes:
Writing has a pre-eminent place in education and in society. A high-quality education in writing at Lady Margaret Primary School will teach pupils to write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.
Through engaging in high-quality activities based around a high quality text, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Pupils will also have acquired a wide range of vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
Through the core texts selected and studied, the pupils at Lady Margaret will learn to appreciate our rich and varied literary heritage and by the end of their primary school journey pupils should be able to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
The writing curriculum is carefully planned alongside the aims of the National Curriculum guidance for Key Stages 1 and 2 with clear progression across year groups. Pupils in EYFS are provided with every opportunity to engage in mark making across the curriculum. We separate transcription from composition for early writers. This means that early writers are given “golden sentences” which are dictated for them to secure their transcription skills. Alongside this we focus on high quality oracy opportunities to stimulate ideas for shared composition. Talk to stimulate ideas for writing is generated, in early years, through the use of role play, small world scenarios, helicopter stories and daily phonics sessions. Older children have access to drama, experiences and tools such as “conscience alley.” to stimulate ideas for writing. The curriculum is planned to ensure that a wide range of literature from different cultures and heritages is explored and valued.
We ensure that we establish and maintain high standards of handwriting and presentation, using the Nelson Handwriting programme. In early years, we use Occupational Therapy strategies to secure the correct pencil grip and develop finger strength. As pupils move through the school they taught to secure fluent, legible handwriting through frequent practice and specific teaching.
We have selected high quality core texts and created writing sequences whereby pupils are provided with opportunities to write for real purposes and real audiences. Our pupils have opportunities to apply and showcase their writing skills across the curriculum through a wide range of activities such as achievement assemblies, work of the week, poetry assemblies and “WOW” authors.
Together, we have designed the curriculum to best suit the needs of our pupils and to spark interest, challenge and curiosity. We teach writing alongside a different core text every half term which is often linked to the history/geography topics being studied. The writing sequences ensure:
Reading is the cornerstone of our curriculum. This starts with a rich introduction to high quality stories and rhymes in early years and exemplary delivery of our phonics and early reading programme. High quality story times take place across the school alongside deep dives into a wealth of stories through the curriculum. Our approach ensures that every child develops a love of books and the skills needed to become confident, fluent readers enabling them to access the curriculum fully.
The Importance of Reading
Reading is a significant life skill and the development of reading strategies will enable our children to read and write confidently throughout their school career and on into adult life. Evidence suggests, that children who read for enjoyment every day, not only perform better in reading tests than those that don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures.
In fact, there’s evidence to suggest that reading for pleasure is more likely to determine whether a child does well at school than their social or economic background. At Lady Margaret Primary School we passionately encourage and require our children to read everyday and aim to nurture a love of reading through carefully selected texts, which inspire and motivate pupils to become life-long readers.
In early years, pupils learn to read accurately and fluently through daily phonics in reception and year 1, following the programme, Little Wandle Letters and Sounds Revised. They read regularly to adults through reading practice sessions using Big Cat decodable books and continue to develop their confidence in reading through repeated practice of the books at home. These reading sessions are designed to support children develop their fluency, prosody and comprehension. Children are also exposed to daily phonics, story time, focused story time reading sessions and opportunities for additional reading/phonics throughout the school day.
From years 2-6, children read as a whole class every day during English lessons. Reading and writing are both taught using teaching sequences which involve choral reading as well as opportunities for the teacher to read aloud, modelling expressive reading and for individual children to read aloud to develop their oracy skills and confidence.
Pupils’ comprehension skills are formally assessed termly. Any pupil who is not meeting age related expectations is support through additional sessions, 1:1 reading or phonics, small group reading/phonics and booster classes. Throughout the curriculum, pupils have a wealth of opportunities to learn and develop their reading skills as reading is a key feature of every lesson.
Pupils are encouraged to read widely through our use of carefully selected class texts, recommended reads, visits to the library and home reading practice books. Our classrooms and school reflect a literature-rich environment and we ensure reading is prevalent throughout the curriculum.
Our pupils are encouraged to read for pleasure and develop a life-long love of reading through practices such as: Every day, Every night (EDEN), reading partners, quiet reading time, engaging story times, reading challenges and working through recommend reads for their year groups. In early years and KS1, we also have Everyday Magic which promotes oral story telling.
In essence, pupils study a book, related to their half-termly topic, which is more challenging than those which they might be able to read independently. They will use this book as the basis for reading, writing, oracy tasks and links to foundation subjects. Year groups also have link texts to support their understanding of key themes and explore vocabulary further.
Click here for our core texts overview.
By the time our children leave Lady Margaret Primary School we aim for all of our pupils to leave as free, confident readers with a love of reading. Your child will be using their reading for learning across all subjects as well as for pleasure, and they will be developing their own reading tastes.
The emphasis is now on your child reading and responding to what they read accurately and quickly. They will be using accurate grammar and punctuation, as well as adventurous ideas, words, sentences, and paragraphs, to improve their writing as they draw on their wider reading experience. Your child should also be able to read and spell unfamiliar words using their knowledge of phonics and word structure. They will develop their spoken language through public speaking, performance, and debate.
We want the children to have a secure understanding of the different reading skills and know how to apply the reading strategies confidently.
Read to your child
Reading daily to young children, starting in infancy, can help with language acquisition and literacy skills. This is because reading to your children in the earliest months stimulates the part of the brain that allows them to understand the meaning of language and helps build key language, literacy and social skills. For an overview of our core texts please click here.
Sign up to your local library
Get your child a library card. They’ll be able to borrow hundreds of fantastic books, and build up their “reading miles”. Let them choose what they want to read to help them develop their own interests
Tell stories together
One great way to introduce children to stories is to make them up together.
Model lifelong reading
If your child sees you reading they are more likely to want to read themselves.
Teach phonetic awareness
Young children don’t hear the sounds within words. Thus, they hear “dog,” but not the “duh”-“aw”- “guh.” To become readers, they have to learn to hear these sounds (or phonemes). Play language games with your child. For instance, say a word, perhaps her name, and then change it by one phoneme: Jen-Pen, Jen-Hen, Jen-Men. Or, just break a word apart: chair… ch-ch-ch-air.
Listen to your child read
When your child starts school, he/she will bring home two books; one selected from their weekly library visit which you should share together at home, and a second book which is pitched to their reading ability. We have an Every Day every Night (EDEN) programme, so we request that you take time to listen to your child read their book to you every day. Repeated oral reading is key to developing fluency.
Sign up for audiobooks
Audiobooks are a fantastic way to for children to listen to stories. It allows children to listen to complicated topics and listen to better-quality books than your child might find at their own level. That exposure strengthens comprehension skills, particularly for children who have reading difficulties.
Ask questions
When your child reads, ask him/her to retell the story or information. If it’s a story, ask who it was about and what happened. If it’s an informational text, ask your child to explain what it was about and how it worked, or what its parts were. Reading involves not just sounding out words, but thinking about and remembering ideas and events.
All reading is good – Don’t rule out non-fiction, comics, graphic novels, magazines or leaflets. Reading is reading and it’s all worthwhile
We aim to create a culture where every child's voice is valued and heard. Our pupils are given opportunities to talk, present and share ideas in every lesson enabling them to expand their vocabulary and to explore and deepen understanding across all subjects.
At Lady Margaret Primary School, we believe that oracy – the ability to communicate through speaking and listening – is just as important as reading, writing, and arithmetic.
We consider oracy to be an essential skill that supports children in every area of their education and prepares them for life beyond school.
Our aim is to ensure that every child has the confidence and ability to communicate clearly, express their ideas, and listen carefully to others.
We provide students with plenty of opportunities to practise these skills, whether through talk partners, debates, student-led assemblies, or our termly podcasts. These activities allow children to develop their speaking and listening abilities in a supportive, real-world context. In the classroom, we focus on helping students to become thoughtful speakers and listeners.
They are encouraged to take on different roles in discussions, such as explaining, listening, and challenging ideas, and to practise key skills like asking questions and building on others’ thoughts. By embedding these practices throughout their learning, we aim to give all children the tools to communicate confidently, respectfully, and effectively. We believe that by prioritising oracy, we are giving our students the skills they need to succeed both in school and in their future lives.
We aim for every child at Lady Margaret Primary School to leave Year 6 with the confidence and skills to speak and listen effectively in all situations. Oracy is at the heart of our teaching, ensuring that students develop the ability to communicate clearly, respectfully, and confidently across all areas of life.
By the time they leave us, students will be confident speakers, able to share their ideas in class, lead discussions, and present at assemblies. They will be active listeners, responding thoughtfully and respectfully to others’ perspectives. Our students will express themselves clearly, using appropriate language to explain, inform, or argue their points, and will ask insightful questions that deepen understanding and encourage meaningful conversation.
In group discussions, students will collaborate effectively, building on ideas, solving problems, and making decisions together. They will also reflect on their own communication skills, knowing how to improve and adapt to different situations. We believe these skills will empower our students not only to succeed in school but also to thrive in their future lives as confident, thoughtful communicators.
Supporting your child’s oracy development at home is a valuable way to strengthen their communication skills. Whether your child is fluent in English or learning English as an additional language, there are many simple and effective ways to encourage clear and confident speaking and listening.
Start by creating opportunities for conversation. Encourage your child to talk about their day, share their thoughts on a book they’ve read, or explain something they’ve learned. Give them time to think and respond, showing that their ideas are valued. This helps develop their confidence in expressing themselves. For children with English as an additional language, focus on providing a safe and supportive environment for them to practise speaking without the fear of making mistakes.
Use simple, clear language, and model new words or phrases. You can also use pictures, gestures, or real-life objects to support understanding and build vocabulary. For children with a stammer or other verbal needs, it’s important to be patient and flexible in your approach. You might use visual aids, storyboards, or social stories to help them express their ideas.
Encourage them to take part in family discussions, ensuring that they feel heard and valued, and provide positive reinforcement when they communicate, no matter how small the steps. Ask open-ended questions that require more than a simple yes or no answer. Questions like “What do you think about…?” or “Can you explain why…?” will encourage your child to think more deeply and elaborate on their ideas. This not only strengthens oracy but also promotes critical thinking.
For all children, role-playing and having fun with different voices, accents, or characters can be a great way to practise communication skills in a relaxed setting. Listening to and retelling stories together also helps develop both speaking and listening skills, which are key components of oracy. Finally, celebrate your child’s efforts in speaking and listening, no matter how small. Positive reinforcement helps build their confidence and encourages a love of sharing ideas with others.
Phonics is the foundation of early reading and writing. As a champion school for Little Wandle we model consistent exemplary practice in the teaching of phonics and early reading, resulting in high outcomes and pupils having strong foundations for their reading journey.
Phonics is taught using the Systematic Synthetic Phonics Programme, Little Wandle Letters and Sounds Revised.
Little Wandle Letters and Sounds Revised has been developed by Wandle and Little Sutton English Hubs and taken forward by Little Sutton Primary School and Wandle Learning Trust in partnership with other phonics and early reading experts.
The SSP draws on the latest research into how children learn best; how to ensure learning stays in children’s long-term memory and how best to enable children to apply their learning to become highly competent readers.
To learn more about the programme, please see the link below.
In addition, the programme overview can viewed here.
The resources on the Little Wandle Letters and Sounds Revised page will help you support your child with saying their sounds and writing their letters.
There are also some useful videos so you can see how they are taught at school and feel confident about supporting their reading at home.
The glossary of all of the key terminology can be viewed by clicking the button below.
To hear the correct pronunciation of sounds please click below.
