Swan Street, Sunderland, Tyne And Wear, SR5 1EA
0191 5490707

At Grange Park, we are building an inspiring English curriculum which is challenging, inclusive and nurturing, whilst also building resilience and self-esteem. We have acknowledged that Literacy skills are crucial to pupils' learning in other subjects across the curriculum, so we maintain a flexible approach to lessons so that all children have the time to apply newly learned skills independently. We value our pupil and staff voice to raise morale and ensure that learning fits the needs of our pupils. We believe that every child can and will achieve by preparing them with a skillset for now and their future. We direct children to work as published authors and have a relentless approach to English to ensure all children achieve. Our focus is on life-long reading and ensuring no child is left behind. 




Throughout the three-week English cycle, there are many opportunities for children to develop building blocks for writing. Through carefully chosen, rich texts, we provide pupils with a range of relevant and purposeful opportunities to develop their ability to read, understand and engage with various types of text for enjoyment and learning. Focusing on the reader, we ensure that children firstly have the language and vocabulary skills to use their voice. We then encourage the children to choose an appropriate and meaningful approach to record their ideas. Our curriculum coverage means that every child is exposed to literary heritage, moving pictures and core texts to drive fluency and progression in comprehension. We follow the Together for Children Long Term Plan 




At Grange Park, our reading journey begins in EYFS. Floppy's Phonics is used to support early reading and this continues into Key Stage One. All children at this stage of learning, have a phonetically decodable book that is matched to the phase of phonics appropriate to them.

As our children complete our phonics programme, they progress to an age and stage appropriate   reading diet. 

Reason to Read

From Year Two onwards, our pupils have a daily 'Reasons to Read' lesson. This is a sequential and progressive approach to the teaching of reading used consistently throughout our school. These lessons ensure that all reading skills are taught as part of a progressive teaching sequence throughout the week.



High-quality and ambitious texts are used to support Reasons to Read sessions. In addition to the skill being taught that day, fluency is a focus in every lesson. The children experience modelled reading, paired reading and independent reading. Reasons to Read sessions equip, motivate and inspire our pupils to become life-long readers and the transferable skills they learn in these lessons are applied in their own independent writing.

Home Reading

In conjunction with our Home-School Reading Agreement, it is the expectation that our pupils read at home five times a week. This embeds the skills that are taught during the school day, further develops fluency and allows the power of books to be shared outside the classroom. Parents and carers communicate with staff through Home Reading Diaries (and Class Dojo) and are kept up to date with reading progress. Children's dedication to their reading is recognised and rewarded. 

At Grange Park, we use REAL books for children who have completed Floppy's Phonics. This ensures that children are reading a varied range of high quality and inclusive texts. These include texts written by highly acclaimed and well-loved authors from the past and the present. Our children read Shakespeare alongside Walliams, Morpugo and Rowling. They read fiction, non-fiction, traditional tales and comics. Our children are keen to talk about what they have read and recommend books to others.

Reading for Pleasure

Throughout our school, both indoors and outdoors, we have a range of different libraries and reading spaces. For our youngest children, we have a botanical-themed EYFS library named The Glade; based in our Key Stage 1 corridors, we have The Woodland Library; a converted locker room has been transformed into 'The Hideaway'. In addition, the school has a central named The Garden and an outdoor library, lovingly called The Blackbird Library (after nesting blackbirds raised their young here). Children and adults also have access to our PSHE based library in the entrance area of the school.


Our writing cycle is based on a model text. In order to build stamina and precise writing skills, we use this model text and look at it in-depth, over time. There is a real focus on making sure that there is deep discussion and thorough understanding. We ensure there is a clear Text type, Audience, Purpose and Style to our writing.


Throughout the year, the children will focus on a range of fiction and non-fiction genres which are closely linked to carefully planned out texts. We have a huge range of texts in school which is celebrated through the engagement in writing, as we believe children first need to be confident readers to use their skills in writing. 



Our spelling curriculum is taken from the National Curriculum and is taught through Purple Mash Spelling. 



We use the Charles Cripps handwriting scheme and pride ourselves on high standards. Handwriting is taught daily and there is an easy transition between year groups. 



Live marking and instant feedback is our main marking priority in English. We work alongside the child during writing and redraft processes so that intervention has an immediate impact. The children are trained to take a more self-reliant role and are given the opportunity to discuss their ideas.


  • Children are equipped with life skills to progress in reading and writing. 
  • Children are happy, confident and relaxed throughout the English cycle. 
  • There are numerous opportunities for reading for enjoyment. 
  • Vocabulary is a main focus and children will be confident when speaking. 
  • Our spelling programme will ensure that spelling patterns and rules are being applied. 
  • Phonics teaches children how to decode letters into their respective sounds to ensure transition to reading. 
  • Early reading is supported through carefully chosen texts. 
  • The children can write for a specific topic, audience and purpose. 














EnglishPolicy2022.pdf .pdf
Early Reading Policy.pub .pub
Handwriting and Presentation Policy.pdf .pdf
English Writing MTPEnglish Writing MTP English Writing MTP