Intent, Implementation and Impact Statement for English

English Implementation – 2025

At Hexham First School, we provide a high-quality English curriculum that ensures children are given meaningful and exciting opportunities to read, write and communicate every day. Our approach supports all pupils in developing the skills, confidence and enjoyment needed to become lifelong readers and effective communicators.

We use high-quality texts, cross-curricular links, and real-world contexts to inspire children and help them see the purpose in their learning. All pupils take part in a daily English lesson, supported by a range of carefully planned strategies that promote progression, independence, and creativity.

Reading for Enjoyment and Progression

• Pupils take part in the Accelerated Reader programme from Year 2 upwards. Books are carefully levelled, and children complete weekly quizzes to assess comprehension and determine the level of their next book, ensuring both challenge and success.

• All pupils are encouraged to read regularly at home and at school, and teachers foster a culture of reading for pleasure across the curriculum.

• Teachers read aloud daily to their classes, modelling fluent and expressive reading while exposing children to a wide range of literature.

• Daily VIPERS sessions in Key Stage 2 develop the key comprehension skills: Vocabulary, Inference, Prediction, Explanation, Retrieval, and Summarising.

• In EYFS and KS1, pupils follow the Read Write Inc. (RWI) phonics programme to ensure a strong start to reading and spelling.

• Our newly refurbished school library provides a beautiful, inviting, and calm space where children can enjoy books in an aesthetically pleasing and comfortable environment. Books are clearly displayed, regularly updated, and carefully chosen to reflect children’s interests and promote diversity.

Writing with Purpose and Pride

• Writing is taught through engaging and purposeful tasks that are often linked to high-quality texts or wider curriculum themes.

• Pupils are taught to edit, improve and refine their work, developing confidence and resilience as independent writers.

• We follow the Penpals Handwriting scheme from Nursery to Year 4, ensuring consistent, progressive development of fine motor skills and handwriting fluency.

• Handwriting is taught both discretely and within English lessons, with a focus on pride in presentation and developing a clear, joined style.

• A wide range of genres is taught across the school to ensure children are exposed to different writing purposes, audiences and literary styles.

• Children's work is celebrated through hall displays, classroom displays, and the ‘Writer of the Week’ award, shared in our weekly Celebration Assembly.

Speaking, Listening and Vocabulary

• Pupils are regularly encouraged to discuss, debate and present ideas clearly, helping them to articulate their thinking and build confidence in communication.

• We use Vocabulary Ninja to explicitly teach Tier 2 vocabulary, encouraging children to be adventurous and precise in their word choices.

• Vocabulary mats, thesauruses, and dictionaries are available in classrooms and are used to support word understanding and selection.

• Teachers model rich vocabulary and grammatical structures in both spoken and written forms to support language development across the curriculum.

Supportive Strategies and Home Links

• Pupils learn strategies to become independent readers and writers, including how to apply spelling rules, break down unfamiliar words, and edit their writing effectively.

• Weekly age-appropriate spellings from the ED Shed Spelling Scheme are sent home with the expectation that pupils practise the words and use them in sentences to consolidate learning.

• Parents are encouraged to engage with their child's reading and writing journey through home reading logs, regular communication, and celebration of progress.

Celebration and Enrichment

• A calendar of reading and writing events throughout the year (e.g. World Book Day, author visits, poetry days) helps to develop a real love for literacy.

• Pupils’ achievements in English are recognised through assemblies, displays, newsletters, and regular celebration of their progress and effort.

English Curriculum Impact – 2025

At Hexham First School, we aim for every child to leave us as a confident, articulate and enthusiastic communicator, with the skills and knowledge to thrive in the next stage of their education and beyond.

The impact of our English curriculum is measured not only by academic outcomes but also by the development of key skills, attitudes, and a genuine love of reading and writing. We ensure that pupils acquire both the age-related knowledge and the foundational skills that will support them in everyday life and future learning.

Long-Term Impact – Our Pupils Will:

• ✅ Communicate confidently through speaking and listening, using discussion to express ideas, ask questions, and further their learning.

• ✅ Read fluently and with understanding, using reading for both pleasure and learning across the curriculum.

• ✅ Enjoy writing in a range of genres, demonstrating creativity, purpose, and pride in their work.

• ✅ Succeed in English lessons, regardless of starting point, because learning is appropriately scaffolded and supported through quality first teaching and experienced teaching assistants.

• ✅ Use a broad and rich vocabulary, making adventurous word choices to enhance their writing and verbal communication.

• ✅ Adapt their writing effectively to suit different purposes, audiences, and contexts.

• ✅ Apply spelling rules and patterns confidently, showing strong foundational skills in grammar, punctuation, and sentence structure.

• ✅ Progress well from their starting points, achieving good or better outcomes through carefully planned teaching, timely assessment, and tailored support.

• ✅ Demonstrate independence, resilience, and a lifelong curiosity for language, literature and communication.

Measuring Impact:

We evaluate the impact of our English curriculum through:

• Regular teacher assessments and standardised testing (including phonics, reading comprehension, and writing moderation).

• Ongoing formative assessment in lessons and written work.

• Pupil progress meetings and tracking of individual starting points.

• Pupil voice – through discussion, reading surveys, and learning conversations.

• Monitoring of work across the curriculum to ensure progression and consistency in writing standards.

• Celebration of success in assemblies, displays, and parent communication.

Through our consistent and inclusive approach, pupils leave Hexham First School as capable, confident learners with the essential English skills to succeed in school and in life.

Assessment and Monitoring in English

At Hexham First School, we are committed to ensuring the highest standards in English through a rigorous and reflective assessment and monitoring process. This helps us to measure the impact of our curriculum and continually improve the quality of teaching and learning in reading, writing, and spoken language.

Our monitoring cycle is designed to ensure that all pupils – including those with additional needs – are supported to make good or better progress, and that our English curriculum remains inclusive, responsive and effective.

How we monitor and assess English:

• Lesson Observations, Drop in's, Book Monitoring, and Learning Walks
  Regular classroom visits and work scrutiny ensure teaching is of high quality, progressive, and consistent across the school.

• Tracking of Skills Progression (SPaG)
  Grammar, punctuation and spelling knowledge is tracked carefully to ensure children are building key skills year on year.

• Pupil Voice
  Gathering children's views helps us understand how they perceive their learning, the skills they’ve developed, and their confidence in reading, writing and discussion.

• In-School Moderation
  Teachers regularly moderate writing across year groups to ensure accurate, consistent assessments and identify next steps for learning.

• Phonics Tracking (RWI)
  Pupils are assessed half-termly in Read Write Inc. to track progress, inform groupings, and identify where additional support or intervention is needed.

• Parental Involvement
  We work closely with parents and carers, helping them understand how to support reading and spelling at home. Regular homework tasks and home reading logs promote meaningful home-school partnerships.

• Curriculum Gap Analysis
  Monitoring is also used to identify gaps in coverage or understanding within year groups or across the school. This informs future planning, ensuring our curriculum remains robust and responsive.

Monitoring is an ongoing, productive process that plays a vital role in ensuring the English curriculum at Hexham First School continues to meet the needs of all learners. Through this reflective practice, we provide our children with the best possible English education – one that is ambitious, inclusive and inspiring.

Here’s a polished and professional version of the Role of the English Lead and Reading Lead – Mrs Beveridge, suitable for your school website, staff handbook, or curriculum documentation:

Role of the English and Reading Lead – Mrs Beveridge

At Hexham First School, Mrs Beveridge plays a vital role in leading and driving the continued success and development of English across the school. As both English Lead and Reading Lead, she works closely with staff, pupils, and leadership to ensure that the teaching of English – including reading, writing, phonics, and speaking & listening – is of the highest quality and meets the needs of all learners.

Key Responsibilities:

• Monitoring Standards
  Regularly monitors standards in reading and writing across the school to ensure outcomes are in line with or exceed age-related expectations.

• Supporting Staff
  Provides ongoing advice, resources, and professional development opportunities for colleagues, promoting consistent and effective teaching practices.

• Evidence Collection
  Collects and evaluates a range of evidence over time (e.g. pupil work, assessments, planning, pupil voice) to ensure pupils’ skills and understanding show clear progression.

• Staff Development
  Conducts regular audits of staff needs in English and organises targeted training or support where necessary to build staff confidence and subject knowledge.

• Phonics Leadership
  Oversees the Read Write Inc. (RWI) phonics programme, including carrying out half-termly assessments, managing groupings, and identifying pupils who need additional support.

• Celebrating Success
  Champions a positive reading and writing culture across the school by highlighting and celebrating pupil successes, both in classrooms and during whole school assemblies.

Mrs Beveridge’s leadership ensures that English remains a key strength of the curriculum, and that every child at Hexham First School has the opportunity to thrive as a confident reader, writer, and communicator.