English

English Statement of Intent

Why is English important for all students in the Meadowbrook Primary School? Why does it matter?

At Meadowbrook, we use an evidenced-based approach to teaching writing. Using the DfE Writing Framework 2025, our writing curriculum emphasises sequenced teaching, early transcription skills, sentence-level instruction and the importance of spoken language. Our curriculum has been designed with the ambition of improving writing outcomes for all learners.

We recognise that writing is complex, placing heavy demands on pupils' working memory so we work with our teachers and external specialists to carefully sequence planning and reduce cognitive load.

In EYFS and KS1, we focus mainly on transcription to ensure these skills become automatic, freeing memory for composition. We also know that sentence instruction is essential therefore teach grammar with meaning, allowing pupils to practise controlling sentences in context. Using elements of Talk for Writing, we understand that spoken language supports writing and therefore provide opportunities for oral composition and discussion as these skills are as important for writing as they are for reading.

We will teach learners to speak, listen, read and write fluently so that they can communicate effectively with others. Through reading in particular, learners have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Reading also enables learners to acquire knowledge and to build on what they already know. Being able to write in a range of styles to suit purpose, context and audience, will unlock further opportunities to communicate. All the skills of language are essential to participating fully as a member of society.

How does studying English help young people to achieve?

Our English curriculum is driven by a range of high- quality texts which challenge and lead to the development of the learner’s personal and cultural capital.

Quality texts provide a stimulus for reading, writing and oracy and give each learner opportunities to be immersed in a rich vocabulary that supports their own development and nurtures a genuine love of language and literature.
Our learners become lifelong readers, authors, narrators, performers, speakers and communicators.

Writing Expectations

Learners will produce one non-fiction and one fiction end of unit extended piece of writing termly.
Further writing opportunities must be given in each stage to allow the application of specific skills to be developed.
Grammar skills will be taught in context
Learners should be exposed to a rich diet of genre-specific supplementary texts within each unit and have the opportunity to explore authorial choices, make comparisons and deepen their own vocabulary.
Learning intentions will link and model the learning journey clearly for the learners and will separate the skill from the ‘genre vehicle’ being used.
There will be opportunities for shared writing and modelled writing in each phase.
Texts will be taught contextually.
Within each phase, oracy will be developed through book and writer talk, meta-language (structure, grammar, revising and editing) the teaching of specific vocabulary and collaborative learning (discussion and presentation)
Learners take pride in their presentation using a cursive script for handwriting (from Year 2), valuing the editing and revising process as part of the writing journey.

The Importance of Handwriting

At Meadowbrook Primary School, we believe handwriting is a vital foundation for children’s success in writing and learning. The DfE Writing Framework 2025 highlights that secure transcription skills such as spelling and handwriting must be taught early and systematically so that they become automatic. This allows pupils to focus on creativity, composition, and meaning in their writing.

The new Ofsted Framework 2025 also places strong emphasis on the quality of writing provision, recognising that fluent handwriting underpins confidence, independence and achievement across the curriculum.

From Reception onwards, we embed handwriting into daily practice. Children are taught clear letter formation and joined handwriting through carefully sequenced lessons, with regular opportunities to apply these skills in meaningful writing tasks. For pupils who need extra support, we provide targeted interventions to ensure no child is left behind.

By prioritising handwriting, we are equipping our learners with the foundational skills they need to thrive as writers, communicators and lifelong learners.