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Purpose of study

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and 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 reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know.


The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

§ read easily, fluently and with good understanding

§ develop the habit of reading widely and often, for both pleasure and information

§ acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

§ appreciate our rich and varied literary heritage

§ write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

§ use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas

§ are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.


Spoken language

The national curriculum for English reflects the importance of spoken language in pupils development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing.

All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.


Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction.


Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words.

Spelling, vocabulary, grammar, punctuation 

Pupils should understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language.



How We Teach Reading

At Manor Junior School we believe that when home and school work in partnership together pupils can benefit from this support to make more progress reading fluency, confidence and understanding.

Reading Skills:
We know that phonic understanding is only part of the process of developing reading and that once children can recognise and pronounce words with growing confidence, that there are additional skills that need to be learnt and practised. These include: summarising stories, clarifying understanding, predicting, skimming & scanning as well as inferring & deducing.

Guided Reading:
These skills are developed through daily Guided Reading sessions. Every class will complete a 20 minute Guided Reading session each day. The children are grouped according to reading ability so that the teacher can focus on their specific needs. Children are engaged in quality independent or group literacy tasks. E.g. follow-on comprehension, poetry, newspapers, magazines, listening post, kindles, topic books.

Reading Resources:
At Manor Junior School we source books from a range of schemes. Choosing the most appropriate texts for the children e.g Oxford Reading Tree.
We also use the online “BUG CLUB” resources – all children have their own individual user name and password to access a range of online books, that have been selected and targeted at their reading level.
As the children progress their reading skills they move on to selecting their own reading books to take home. We encourage children to make independent book choices, that we hope will inspire and excite them to engage in reading independently, and read for pleasure in their own leisure time.

Additional Approaches:
We teach regular spelling sessions where children are given opportunities to apply new skills in a wide range of writing. We use additional materials such as Phonological Awareness Training, One to One pupil:adult sessions and Better Reading Partners where needed. We also use teacher assessment and marking of work to identify areas in which pupils need additional support.
In addition to class based reading, children can also develop their enjoyment for reading throughout school. They have the opportunity to access the school library to choose from a wider range of books on a weekly basis. Every classroom has reading resources which further promote and encourage reading for pleasure.