Quick Links

Home Learning

The Priory C of E Primary School








 "Literacy is a bridge from misery to hope." — Kofi Annan

 "Once you learn to read, you will be forever free." — Frederick Douglass

We want all children to leave The Priory as fluent, enthusiastic and confident readers. Because books can entertain, educate and comfort, high-quality texts are at the basis of our curriculum here at The Priory. Many books serve as the inspiration for Writing lessons, History, Geography and the wider curriculum.

Nagy & Herman, 1987

How do we teach reading?

Across the school, all children are read to in daily storytimes and each classroom has a well-stocked ‘Book Nook’ with a wide range of children’s books to choose from. In addition, all children are heard reading at least once a week by an adult. 

Early Reading

Children are taught phonics using the Synthetic Systematic Phonics scheme, Little Wandle which has been approved by the Department of Education. All children in Early Years and Key Stage One will be taught to read using phonics. Children in Year 3 and beyond who are early readers will continue to receive phonics and early reading support through the Little Wandle scheme.

Phonics is “making connections between the sounds of our spoken words and the letters that are used to write them down.” (Little Wandle).

Phonics lessons are daily and fast-paced with sessions lasting between 20 and 30 minutes.

In addition to this, children in Reception and Year 1 will take part in guided group reading sessions with up to 6 children led by a trained member of staff. During these sessions, they will focus on decoding, reading fluency and comprehension. 

Below you will find videos to demonstrate how each sound taught in Reception should be pronounced and a guide to how we teach children to blend sounds to read. 

Reception Autumn 1

Reception Autumn 2

Reception Spring 1

How we teach blending

Parent Support using Little Wandle 


Year 2 - Year 6

Across the school, children who need support with early reading and phonics will take part in interventions with a fully trained member of staff delivering the Little Wandle curriculum. 

From Years 2 - 6, all children will take part in Whole Class Reading sessions. 

Whole Class Reading texts are chosen carefully by teachers to promote inclusion and diversity. Texts include class novels, non-fiction texts, extracts of novels and picture books. All texts provide opportunities for extended discussion and to teach reading skills which pupils can then use in their own independent reading. 

 Whole Class reading lessons will cover three main areas: 

  • fluency and prosody
  • Clarifying unknown vocabulary
  • Comprehension

Fluency is an integral part to the teaching of Reading. 

 We teach this through: 

  • Echo reading (repeating the phrasing of the teacher)
  • Choral reading (everyone reads at the same pace)
  • Performance reading (children are given time to perform their reading)
  • Independent reading
  • Paired reading

    It is important that children stop and clarify unknown words and this is a key part of our Whole Class Reading lessons. Some strategies we teach to clarify unknown words: 

    • Identify the words
    • Associate with other known words
    • Look at the word in context
    • Use a dictionary
    • Ask a buddy
    • Use it in a sentence
    • Match images and words
    • Vocabulary walls referred to in classrooms 

    In Whole Class Reading sessions, pupils will tackle a range of question types, including predicting, summarising and sequencing. Using the CLPE’s questioning strands all reading sessions will include a mixture of looking, clue and thinking questions. 

Every week children will have the opportunity in class to read for pleasure. During this time they will be able to choose any book from their class Book Nook to read and enjoy. This is a protected time which is important for children to develop a love of reading and a greater understanding of their own reading interests. 

Home reading

While at The Priory, we encourage children to read every day for between 10 - 20 minutes. From Reception, every child is given a reading diary to record the books they take home from school and what they have read.

In Early Years and Key Stage One, children will take two books home: 

  • a reading practice book matched to the child’s phonic stage that they can read independently. The children should be able to read the practice book with developing confidence and fluency without any significant help.
  • a sharing book that they can talk about and enjoy with their grown ups at home.

In Key Stage 2, we have also introduced 'book clubs' where groups of children will be given the same book to read at home to encourage wide discussion with their peers and a shared passion for reading. 



Every term, children’s reading is assessed through written comprehension tests. In Reception and Year 1, children will be assessed on their Phonics knowledge every 6 weeks. 

We use the CLPE reading scales to support the progression of reading at The Priory.

Statutory assessments: 

  • Phonics Screening, Year 1
  • Reading SATs, (May) Year 2 & Year 6




Children are able to express themselves and communicate their ideas with the world. We aim to promote a love of writing at The Priory and equip children with skills to write across a range of genres and text types. Children enjoy English lessons and look forward to sharing their written ideas. 


How do we teach writing?

Central to the teaching of writing is our carefully planned curriculum centred around high-quality texts and links to the wider curriculum. At The Priory we aim to raise the attainment of our pupils in writing through an engaging and enriching curriculum. In order to support this, we use ‘Talk for Writing,’ which has a proven record of accelerating children’s learning. In each unit of work we follow three phases. 

Phase 1: Immersion: Learning and telling the text

This begins with a ‘hook’ to engage the children in the book they are studying. They will complete a First Author at Work, where children write a version of the text type they will be studying. The Immersion phase is when the children really get to know the book and text type they are going to be learning about. They will respond to the text through art, drama and writing. They may learn a model text off by heart using a ‘story map’ to help them. Then they look at the structure, language and other features which they need to know for their own writing.

Phase 2: Innovation: changing a text

The Innovation phase is when the teacher uses shared writing (writing as a class) to create a text that is very similar to the one they have just learnt in the immersion phase. Children will also be exposed to various writing skills and grammatical tools to support their independent writing. Within this phase we would actively encourage children to ‘magpie’ good ideas/vocabulary to use in their own writing.

Phase 3:  Independent application: writing my own version

This phase is when the children are expected to write independently and apply the skills they have learned. Their final piece of writing is called the Final Author at Work, which is completely independent.  Each Final Author at Work is assessed by the class teacher and at the start of each new unit children in Key Stage 2 will write a writing target into their English books. 


How and why can ’Talk for Writing’ benefit pupils at The Priory?

At The Priory we aim to raise the attainment of our pupils in writing through an engaging and enriching curriculum. In order to support this, we use ‘Talk for Writing,’ which has a proven record of accelerating children’s learning.

Talk for Writing is powerful because it enables children to imitate orally the language they need for a particular topic before reading and analysing it and then writing their own version.  Talk for Writing totally depends on the use of quality literature. The Priory has carefully chosen the texts for each year group, in order to support the 'Talk for Writing'. Teachers can use these alongside ‘model texts’, also known as  a 'WAGOLL' (What A Good One Looks Like), to develop pupils' understanding of unfamiliar words and ambitious vocabulary, which in turn will improve writing attainment.


Children will often have real-life purposes for their writing. They are taught to edit and redraft their writing, just as real authors do! Final pieces of writing may be published into books, letters sent to public figures or posters used around the school.

Talk For Writing actions

Your child should start to use actions when telling a story, for example an action to show ‘next’, ‘afterwards’ etc. This is because the children are taught to use these actions, as it can help then remember the story, the structure and also the appropriate choice of vocabulary. All of this then helps them articulate their story clearly, which in turn impacts upon their level of writing in their final piece of work.

For more information on Talk for Writing, please follow this link - https://www.talk4writing.com/about/

SPAG (Spelling, punctuation and grammar)

Please see below how you can support spelling at home from our spelling parent workshop:


 Please click on the year groups below to find the overview for SPAG in that year group, with explanations for each section.  







Useful Resources 

Year 1 & 2 Spelling List

Year 3 & 4 Spelling List

Year 5 & 6 Spelling List

Vocab, Grammar & Punctuation


Phonics: Little Wandle Scheme

Sounds / Phonemes

Handwriting At The Priory