Our English Lead is Mrs A Tomkins

Our Early Reading and Phonics lead is Miss E Knobbs

Reading

The academy recognises that children benefit from a blend of reading strategies to support progress, particularly in the early stages of learning to read. Alongside phonics, group and individual reading sessions play a key role, with children reading to an adult up to three times a week in ability-based groups. These sessions focus on decoding, prosody and comprehension, with texts carefully matched to pupils’ instructional level and reread to build fluency and automaticity. Teachers use these opportunities to model effective reading strategies, teach common exception words, monitor progress and provide targeted individual support where needed, ensuring the mechanics of reading are explicitly taught and consolidated.

Whole Class Reading is used across all year groups to develop comprehension, language and a love of reading through shared texts linked to writing activities. In Reception, reading is a whole-class experience that supports language development and underpins continuous provision, while in KS1 and KS2, structured sessions four times a week focus on a wide range of reading skills through engaging, varied approaches. Lessons combine teacher modelling, discussion and interactive activities to build stamina, understanding and higher-level thinking. In addition, weekly SQUIRT sessions provide protected time for independent reading in the library, promoting enjoyment, independence and the application of reading skills in a calm, uninterrupted environment.

Writing

St Thomas’ Writing Learning Journey is built around a spiral curriculum in which key skills and knowledge are revisited and developed over time. Writing is taught daily for one hour in KS1 and KS2, with KS1 drawing on principles from Talk for Writing to help children rehearse, analyse and adapt high-quality model texts. Children learn the non-negotiable rules and grammatical tools expected for their year group and apply these through imitation and innovation. As pupils progress into KS2, they become increasingly independent, confidently selecting appropriate genres for different audiences and purposes. Editing is taught as an integral part of the writing process, with children learning to make both technical and purposeful improvements through modelling, practice and feedback.

Writing is organised into carefully planned units using an S-Plan, which brings together the knowledge, skills and understanding pupils need to remember and apply. Units are taught over 2–3 weeks and begin with an engaging text or stimulus, leading into structured learning sequences covering genre, text analysis, sentence crafting, vocabulary, planning, modelled, shared, guided and independent writing. Class S-Plans provide co-constructed resources that promote independence and accountability.

In EYFS, writing is taught through Literacy and Physical Development, with a strong focus on phonics, handwriting and fine motor skills. Reception children progress from sound recognition to sentence writing through adult-led activities, enhanced provision and continuous provision, and are assessed against the Early Learning Goals at the end of the year.

Handwriting

We aim for all children to leave Year 6 with fast, fluent, legible and sustainable handwriting, alongside the ability to adapt their writing style for different purposes. High expectations are set so that handwriting skills taught in dedicated lessons are consistently applied across all subjects, supporting presentation, confidence and self-esteem. All pupils have equal access to handwriting teaching and resources, with additional support and targeted interventions provided where needed, including early identification of fine and gross motor needs and appropriate provision for children with physical disabilities, with progress carefully monitored.

Spelling

In Reception and Year 1, spelling is taught daily through Supersonic Phonic Friends phonics lessons, where children apply the sounds they have learned. From Year 2 to Year 6, spelling teaching focuses on developing a strong understanding of morphology and etymology through a bespoke approach based on the Grammarsaurus Place Value of Spelling scheme, ensuring progressive knowledge of bases, prefixes and suffixes. Spelling patterns are carefully matched to year groups, revisited regularly and closely linked to writing genres each half term so that pupils apply spelling within meaningful contexts. High expectations for spelling are maintained across the curriculum, supported by word lists, visual prompts and a range of strategies such as phonics, dictionaries and word mats, with teachers identifying key spellings for children to correct as part of the learning process.

For further information, please read our reading and writing learning journeys attached below.