Learning to read and write well are two of the most important skills that children develop in primary school. At Queen Edith, developing these crucial life skills is one of our highest priorities.

By the time they leave us to move onto secondary school, we want all children to be able to:

  • read fluently, with enjoyment and good understanding
  • write clearly, accurately and creatively, sharing their ideas with confidence
  • speak confidently and listen to others carefully and with respect

Yearly Overview

We link our literacy to our topics, where possible. The tables below show which topic is covered in each half-term, as well as a few examples of the writing the children may do. In Reception, the topics change depending on the children’s interest, so we are unable to display the topics for each half-term. However, to give you a flavour previous topics have included: apples, Goldilocks, bridges, maps, babies and much more! 

To see what Reception are currently learning please go to Reception

You can see our termly plans here;

Autumn Planner

Spring Planner

Summer Planner

Supporting your child in English

One of the most important things that you can do to help your child succeed at school is to read to them and hear them read regularly. Sharing and discussing books together makes a huge contributio to a child's language development, whether they are at the very early stages of learning to decode words in Reception, or fluently reading classic fiction in Year 6.

Your child's class teacher will be happy to talk to you about how you can support your child individually with their reading. Parents in KS2 may also find these Reading Prompts useful.

The child children will also bring home spellings to learn wach week. In order to help you know how best to practise thses spellings with your children, we recently produced a handy guide which you might like to download:

'Helping Children Learn Spellings: Suggestions by Families for Families'


The Early Years Foundation Stage curriculum provides a firm basis for the development of reading. Direct teaching and learning of phonics (based on the 'Letters and Sounds' programme) ensures that this forms children's primary and foundational approach to reading. However, this is also accompanied by 'Look and Say' approaches, for example through children recognising first their own name cards, and later recognising key words, especially high frequency 'tricky' ones on sight.'Letters and Sounds' provides a carefully structured route through the teaching of early reading and forms the basis for our school daily synthetic phonics programme in Reception and KS1. Phonics teaching in school is also supported by a wide range of resources.

Reading books

For children in the early stages of learning to read, graded boxes of books are provided in each classroom from which the children and staff select appropriate books. The core of these boxes is the Oxford Reading Tree scheme, but these books have been supplemented by many others (both to provide variety and to avoid an over-reliance on ORT sight words). Every class has its own selection of books, mainly but not exclusively fiction. Non-fiction books are available from boxes within the classrooms, but also from the libraries. Each year group holds books relevant to the termly or half termly topics they are covering. These provide a regular injection of fresh material into the choice of boks ailable to the children. In Key Stage 2, class (or year group) libraries are initially organised by loose colour bands to support children in choosing appropriately challenging texts. Later in KS2, they are increasingly organised alphabetically by author surname. For those who need less complex books, a series of 'Quick Read' boxes are provided, which have shorter chapter and non-fiction books in (for eample: Project X).

  • An example of emergent writing by Bertie
  • A photo showing children's labelling of their contruction e.g. stairs and chimney.
  • Oliver wrote a letter to shrek after Year 1's 'Knight School' day.
  • Benjamin wrote a riddle. Can you guess what he's describing?
  • Esme's explanation about Year 2's history topic, which led to some research on the netbooks.
  • Oliver, Year 2. During the topic 'Keeping Healthy' the children learnt and wrote non-fiction text about Florence Nightingale
  • Freya's Stone Age focuses on interesting connectives and detailed vocabulary
  • Rujula has written a story about a surprising journey and has used speech to open it in an exciting way.
  • Amara has a fantastic imagination and wrote a non-fiction text to give an explanation for how a radiator might work.
  • Sanika has created an excellent dialogue between characters, experimenting with different punctuation.
  • After watching an animation about a clock tower girl, Alex has written to the clock tower owner to complain about the working.
  • After Looking at the story of 'The Snowman' which has no words, Elliot illustrated and re-told the story in own words.
  • In preparation for their production of Aladdin, Iona used features of suspense writing to describe the cave seen, when Aladdin first retrieved the lamp.

Year 6 English Challenge
This year four of our Year 6’s took part in the Cambridgeshire County English Challenge.  Although we didn’t win, our four contestants had a ball!  They loved the Harry Potter questions and worked systematically to memorise a poem.  They even won a certificate from the judges for working so well as a team!  Well done Year 6!


 Our Year 6 Challengers!  

 Information for Parents

Guidance for volunteers reading with children
Parents regularly come in and help by listening to children, from Reception to Year 6. If you are interested in coming in to hear children read, please speak to your child's class teacher. The reading volunteer advice is below, which could also help you with reading with your child at home.

Reading volunteer advice

Reception reading volunteer advice      Reading volunteer advice KS1      Reading volunteer advice KS2


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