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English Curriculum



The overarching aim of all of our reading lessons is to; instill a love of reading within each child; teach children the skills that help them to read for meaning; and to develop and widen children’s vocabulary.   

Our quality-first teaching of comprehension involves explicitly teaching the ‘ERIC’ steps: Explain, Retrieve, Interpret and Choice. ‘ERIC’ allows us to clearly teach each element of comprehension, ensuring that we develop competent, resilient and well-informed readers.


EXPLAINING new language (words and phrases) After your child has read a sentence/paragraph/page, ask them questions about the meaning of words/phrases. E.g. what does the word charged mean? They should be able to answer using an alternative word (synonym) to explain the meaning of the word.


RETRIEVING information Encourage your child to retrieve (pull out) information from the text to answers questions like What, Who, When and Where. Encourage them to skim and scan in the text to retrieve the specific answer.


INTERPRETING information Encourage your child to think ‘beyond the text’ and answer questions about what the text is implying about a character, event or emotions. E.g. Why did the character feel excited? The children have to then ‘read between the lines’ to make inferences and deductions (they need lots of practice with this as it can be very tricky!).


CHOICE (thinking about the choices made about the author/artist/director) Encourage your child to think about why the author has used specific words/phrases/sentences in the writing. Encourage your child to say ‘It makes the reader think…feel…imagine…).  This helps children become more confident writers too as they can ‘magpie’ ideas.

Children in Years 1 to 6 need to be able to do all of these skills. The only difference is that these skills must be applied using age related reading materials i.e. Year 5 and 6 children must use these skills when reading challenging reading content with advanced language and ideas.

The children take part in 2 reading lessons each week: 1 focusing on vocabulary and active reading and 1 focusing on comprehension skills using ERIC. For further information regarding these lessons please see the document below. 

Weekly reading lessons (Example)

Children are expected to read out loud to an adult three times a week, for a minimum of 15 minutes at a time. 

Each time they do this, please sign their reading record. Children will bring books home from school however their reading record can be signed if they read their school book, a magazine, a library book or a book of their choice from home. 

If a child's reading record is not signed three times in a week, they will have the opportunity to read out loud to an adult in school.

Children in EYFS/KS1 will change their school reading book on Monday, Wednesday and Friday each week (Monday and Wednesday for coloured book band books, Friday for RWI books). 

Children in KS2 should change their book twice a week but the regularity of this will depend on the length of the book. 

For further information on how to support your child when reading with them at home, please see the document below. 


Please see the documents below for recommended books for children in each year group. 

In addition to these, we recommend looking at and

Wider Reading Reception

Wider Reading Year One

Wider Reading Year Two

Wider Reading Year Three

Wider Reading Year Four

Wider Reading Year Five

Wider Reading Year Six

We are a Talk 4 Writing School

As a Talk 4 Writing school, all children learn to write through Talk 4 Writing. Talk 4 Writing was developed by the author Pie Corbett as a fun, creative yet also consistent approach to developing writers.


Talk 4 Writing begins with enjoying and sharing stories. Throughout the school, we place a strong emphasis on children reading stories and enjoying a range of literature from fiction and non-fiction, to poetry. Through regular reading, we want children to build up an extensive and rich vocabulary for use in their own writing.


There are 3 stages to Talk4Writing: imitation, innovation and application. During the initial 'imitation' stage of Talk 4 Writing, children learn to tell a story off by heart. They retell a text with expression using actions, consistent across school, and make use of a story map to support their retelling. Once the story is learnt, children are encouraged to adapt it. At the 'innovation' stage, children make the story their own, for example, by changing the character or setting. Finally, at the ‘application’ stage, children write their own text independently, using the vocabulary and structure they have learned throughout the Talk4Writing process. 


Why not ask your child to retell the story/text they are currently learning in their English lessons, at the moment!


To find out more, read our Talk 4 Writing Information Booklet below.


Please also visit the class pages to find out about the current text your child is learning.