English
At Bedonwell, we believe that English lies at the heart of the curriculum and is fundamental to every child’s success. We are committed to developing confident readers, writers and communicators who develop a lifelong love of language and literature.
Our English curriculum is carefully structured around a wide range of high-quality texts from a variety of genres, authors and cultures. Reading is given the highest priority because we recognise that strong literacy skills underpin all areas of learning.
We are proud to promote diversity and inclusion through our English curriculum. The texts and reading materials enjoyed by our children reflect the rich multiculturalism within our school community and wider world. By exposing pupils to a broad range of voices, experiences and perspectives, we aim to foster empathy, understanding and a love of reading for all.
Our curriculum has been carefully planned to ensure clear progression in knowledge and skills from Nursery through to Year 6. We have thoughtfully considered chronology so that learning builds sequentially over time, enabling children to revisit and deepen their understanding as they move through the school.
The National Curriculum forms the foundation of our planning; however, we personalise and enrich learning to reflect the needs, interests and context of our pupils. Through engaging, purposeful and inclusive learning experiences, we strive to ensure that every child leaves Bedonwell as a confident and capable reader, writer and speaker, fully prepared for the next stage of their education.
Reading
Reading opens doors to new experiences, knowledge and improves children’s well-being. At Bedonwell we strive to ensure that every child develops a lifelong love of reading for pleasure and information.
We ensure that children are exposed to a wide range of genres, rich, diverse texts and have opportunities to engage in book talk to motivate them to read for purpose and meaning. Our early readers follow ’Little Wandle Letters and Sounds Revised’ programme to teach early reading and spelling.
In EYFS children engage in ‘Foundations for Phonics’ incorporating early phonics to be able to tune in to sounds and to explore alliteration and rhyme. Nursery rhymes are taught using ‘Little Wandle’ and are enhanced with practical activities throughout our continuous provision. Children are encouraged to perform with their peers to give them confidence from the very start of the phonics journey.
Across the infant school, daily phonics lessons teach letter sounds, decoding and blending to enable children to become fluent readers. Children’s progress is tracked closely to ensure that they are reaching their full potential. Reading lessons focus on decoding, prosody and comprehension.
How you can inspire and support your child at home
Families play a crucial role in developing an appreciation of books that expands vocabulary, knowledge of story structure and sends a clear message about the importance of reading as an essential life skill to be enjoyed by all ages.
· Find a special quiet and cosy time and place where you will not be distracted for of 10-15 minutes, this will increase as your child progresses through the school.
· Read daily to your child, this can be a book that is beyond their reading ability but that they will enjoy listening to; we call these our ‘reading for pleasure’ books. They will also be able to read their phonetically matched book to you.
· Talk about shared experiences from the text, maybe you have been to a similar place.
· Talk about how the characters might be feeling and how you feel reading about what is happening.
· Learn new words and encourage your child to talk in full sentences.
· Make reading fun by using different character voices.
· Sing nursery rhymes, you could video them and send them to a family member to celebrate success.
· Attend workshops, library visits and engage to support your child with their homework.
· Be a positive role model – the more your child sees you read the more they will be motivated to become a reader.
For more information, including helpful videos, please visit the ‘Little Wandle’ website . Little Wandle Parents information
In KS2, comprehension is developed through high-quality texts and engaging discussions that help pupils deepen their understanding of what they read. Through Talk for Reading, children learn to identify the features and structure of different text types, make predictions, retrieve information, infer meaning and explain their ideas using evidence from the text. A strong emphasis is placed on developing vocabulary and encouraging pupils to use their own knowledge and experiences to make sense of what they read.
Children take part in regular Guided Reading lessons where they explore a wide range of fiction, non-fiction and poetry texts. These sessions develop fluency, comprehension and critical thinking skills, while promoting a lifelong love of reading. In addition, all class teachers provide regular story time opportunities so that pupils continue to experience and enjoy rich, high-quality literature.
For pupils who did not meet the expected standard in the Year 1 Phonics Screening Check or require further support with decoding and fluency, Little Wandle interventions are used in KS2 to help children continue to develop their phonics knowledge and reading confidence.
Writing
At Bedonwell, we believe that every child should develop a love of writing from the very beginning of their learning journey. We aim to create confident, enthusiastic writers who can communicate their ideas clearly, creatively and independently.
Our writing curriculum in EYFS and Key Stage 1 is based on the English National Curriculum and is underpinned by Talk for Writing pedagogy. Through stories, role play, discussion and oral storytelling, children develop the vocabulary, language skills and confidence they need before beginning to write independently.
We teach writing as a process. Children are encouraged to:
- talk about their ideas
- plan what they want to say
- attempt writing independently
- re-read their work
- make improvements with support and guidance
From an early age, children learn that writing can be changed and improved. Through guided writing, verbal feedback, teacher modelling and careful assessment, pupils begin to identify simple errors and edit their work independently where appropriate. We celebrate all attempts at writing and support children to develop pride in their work.
In EYFS, children are immersed in a language-rich environment where mark making, storytelling and early writing opportunities are woven throughout both the indoor and outdoor provision. Writing opportunities are meaningful, practical and engaging, helping children understand that writing is an important part of everyday life.
As children move into Key Stage 1, they build upon these early skills and begin writing for a range of purposes and audiences. We encourage children to see themselves as real writers by giving them exciting opportunities to publish and share their work in different forms, including:
- making books
- writing letters
- creating posters and labels
- simple fact files and instructions
- captions and story writing
Children are motivated to write because their work has a real purpose and audience. They may write to thier peers, teachers, family members, visitors or members of the wider community. By making writing meaningful and enjoyable, we help children develop confidence, resilience and a lifelong love of communication.
In KS2 our approach to writing is underpinned by Talk for Writing pedagogy. Through high-quality texts, discussion, oral rehearsal and shared writing opportunities, children develop the vocabulary, grammar and language structures needed to write effectively across a range of genres.
We teach writing as a process. Children are encouraged to:
- gather and organise ideas
- plan for different purposes and audiences
- draft and refine their writing
- edit and improve their work independently
- publish their final pieces with pride
Developing strong editing skills is a key part of our writing curriculum. Through guided writing, verbal feedback, teacher modelling and ongoing assessment, pupils learn to identify areas for improvement and make thoughtful changes to their work. Children are encouraged to take ownership of their writing and become reflective, resilient writers.
In Key Stage 2, pupils write across a wide range of genres and curriculum areas, including narrative, poetry, explanation texts, reports, persuasive writing and discussion texts. We place great importance on writing for a real purpose and audience so that children understand the value and impact of effective communication.
Children are given opportunities to publish and present their writing in many forms, including:
- books
- letters
- leaflets and posters
- speeches
- presentations and PowerPoints
- reports and published displays
We also provide children with meaningful audiences for their writing, including:
- other classes and peers
- teachers and senior leaders
- family members
- members of the local community
- authors and public figures where appropriate
By giving writing a real purpose, children become more motivated, engaged and proud of their achievements. Our aim is for every child to leave Key Stage 2 as a confident writer who can communicate clearly, creatively and effectively in preparation for the next stage of their education and beyond.
Grammar and spelling
EYFS and Year 1 use Little Wandle to teach spelling, which is integrated within daily phonics sessions. From Year 2 grammar and spelling are taught in context during the writing process outlined above, all classes also have specific dedicated grammar and spelling sessions in addition to English lessons. These lessons teach explicit grammar and spelling rules and patterns and follow a targeted age related expectation.
Class teachers will send home a spelling lists for children to learn at home for a spelling test the following week. The spellings sent home follow key strategies that help your children learn a spelling pattern. In addition to this it is essential that children understand the meanings of these words and are able to use them in context, as vocabulary building is an important part of growing knowledge.
Handwriting
At Bedonwell, handwriting is recognised as a fundamental skill that underpins successful written communication and learning across the curriculum. Fluent, legible handwriting enables pupils to focus on composition, spelling and meaning rather than the physical act of writing. Handwriting is taught daily and links with the National Curriculum, reinforcing phonics teaching and vocabulary building.
In EYFS and Year1 we follow the Little Wandle Handwriting programme, which is based on:
- Direct, explicit teaching of transcription skills
- Strong adult modelling
- Short, focused handwriting lessons
- Regular practice with precise feedback
- Consistent expectations across the curriculum
Year 2 follow Art of Writing to support pupils in developing fluent, legible and consistent handwriting. The scheme provides structured progression and regular practice to help children build confidence, improve presentation and develop joined handwriting across the curriculum. High expectations are promoted in every classroom to encourage pride in written work.
Handwriting is taught separately from phonics lessons, to ensure children learn the fundamentals of letter formation effectively.
Preparation for Writing – The Four Ps
Before every handwriting session, children are explicitly reminded of the Little Wandle ‘Ready to Write’ checklist, which forms a whole-school expectation.
Posture
- Feet flat on the floor or supported
- Knees and hips at approximately 90 degrees
- Back supported by the chair
- Small gap between body and table
Pencil Grip
- Children are taught and encouraged to use a tripod grip
- Fingers positioned approximately 3cm from the pencil tip
- Grip is modelled and corrected consistently
- Pencil grips or adaptive tools are used where appropriate
Paper Position
- Right-handers: paper slightly to the right, tilted to the left
- Left-handers: paper slightly to the left, tilted to the right
- Non-writing hand holds and steadies the paper
Pressure
- Children are taught to apply ‘just right’ pressure
- Support strategies are used for children who press too lightly or too hard
Inclusion, Adaptations and Intervention
The school recognises that some children may experience difficulties with handwriting. Support may include:
- Additional modelling and practice
- Adaptive equipment (e.g. pencil grips, writing slopes)
- Adjusted writing tools (e.g. triangular pencils, softer lead)
- Targeted intervention for specific difficulties
- Advice from specialist staff where appropriate
Engaging Parents and Carers
Parents and carers are informed about:
- Handwriting expectations
- The handwriting style taught in school
- Ways to support handwriting at home
Our Handwriting policy is informed by Little Wandle Handwriting guidance and national research which emphasises the importance of direct, explicit teaching, consistent modelling and the development of correct posture, grip and motor control from the earliest stages.
Click the link to view our Handwriting policy - Handwriting policy 2025-27
KS2
Parents and carers can help their child develop correct letter formation and build their confidence by practicing upper and lower case letters and giving children opportunities to improve their speed, correct formation letter size and orientation of letters and joins at home by copying short pieces of text from a comic, magazine, newspaper, story book or poem, on lined paper.
In KS2 we use the Penpals handwriting scheme.
Click here for details about the Penpals handwriting scheme