Subject Profiles

Art & Design

Intention:

Children have a positive attitude towards Art and Design.
Children are able to talk about their own developing artistic identity.
Children are engaged, inspired and challenged.
Children are able to talk about different artistic styles and what they like and dislike about them.
Children engage with a range of styles of Art and Design, reflecting Art and Design through time and across a wide range of cultures and religions.
Children are exposed to a number of great pieces of artwork by significant artists and designers.
Children have opportunities to exhibit their work to audiences within school and beyond.
Children are able to create pieces of art in different styles, both classic and contemporary.

Implementation:

The Art and Design curriculum is implemented within the Early Years Foundation Stage, where Art and Design regularly and frequently form part of direct teaching and continuous provision.
A focus on Art allows children to develop key knowledge and skills.
DT lessons alternate with Art and Design every other half term.
Children are given frequent opportunities to create art.
Children are given regular opportunities to share their creations with other pupils, the school community and parents.
Children have opportunities to explore, create and evaluate across a range of historical periods, genres, styles and traditions, including the works of great artists and sculptors.
Children’s learning includes the development of their drawing, painting and sculpting skills, with opportunities to evaluate and link their own work to the work of great artists.
Children have access to a range of high-quality materials and resources.
Children develop a wide range of Art and Design techniques using colour, pattern, texture, line, shape, form and space.
Children are provided with opportunities to apply their acquired knowledge and skills to other curriculum areas.
Children improve their mastery of Art and Design techniques, including drawing, painting and sculpture, using a range of materials such as pencil, charcoal, paint and clay.

Impact:

Art and Design provide an avenue for children to express their talents.
Children are able to explore and develop their creativity.
Children develop confidence through their creative work.
Children build upon previously learnt skills.
Children have opportunities to participate in Art competitions and exhibitions.
Art galleries are created across both Key Stages, demonstrating the progression of learning through Art and DT.

Monitoring:

Sketchbooks showing progression.
Displays.
Planning scrutiny and updates.
Pupil interviews.

Parents as Partners:

Artwork is sent home.
Art exhibition at the end of the year.
DT projects linked to different topics are sent home.

Next Steps:

Hold a DT focus week and an Art and DT exhibition.
Continue to provide opportunities to participate in Art and DT competitions.

Achievements:

Involvement in the Steve McQueen Year 3 Project, with our photograph displayed as part of the exhibition at Tate Britain.
Participation in Abena Oppong-Asare MP’s Christmas card competition.
End-of-year Summer Term exhibitions.
After-school Art Club.

Computing

Intention:

Children are equipped with the knowledge and skills to become confident, capable and responsible users of technology, with the understanding needed to use digital technology safely, respectfully and effectively in school and beyond.

Implementaion:

Computing is taught across the school using the Kapow Primary Computing condensed scheme of work, which provides a structured and progressive curriculum from Reception through to Key Stage 2. The scheme is adapted and sequenced to meet the needs of our pupils and ensures that key knowledge, skills and vocabulary are revisited and developed progressively over time.
Barefoot Computing resources are used in Nursery and linked to the children’s key areas of learning.
Our Computing curriculum is organised around the three strands of Computer Science, Information Technology and Digital Literacy. Pupils are given regular opportunities to develop their understanding of how technology works, use technology creatively and purposefully, and develop computational thinking and problem-solving skills.
Lessons are carefully structured to build on prior learning. Teachers explicitly introduce and model new concepts, vocabulary and skills before providing pupils with opportunities to practise, apply and demonstrate their understanding independently. Practical, hands-on activities are incorporated wherever appropriate, enabling pupils to develop confidence and fluency in using a range of digital technologies.
The curriculum places a strong emphasis on online safety and responsible digital citizenship. Pupils learn how to use technology safely, respectfully and responsibly, recognising potential risks and knowing how to seek help when needed. Online safety is taught explicitly and reinforced through Computing lessons, Online Safety Day, Shine Online Awards and parent workshops. The three strands of Computer Science, Information Technology and Digital Literacy are also embedded across the wider curriculum where appropriate.
Teachers use assessment opportunities within lessons to identify misconceptions, address gaps in knowledge and provide appropriate scaffolding, support and challenge. Adaptations are made to ensure that Computing is accessible to all pupils, including pupils with SEND, while opportunities for greater independence and deeper thinking are provided for pupils who are ready to extend their learning.
Computing vocabulary is explicitly taught and revisited, supporting pupils to articulate their understanding accurately. Pupils are encouraged to explain their thinking, evaluate their work, debug errors and reflect on how technology can be used effectively to solve problems.
Through the implementation of the Kapow condensed scheme, pupils develop the knowledge, skills, confidence and responsible behaviours needed to use technology effectively and safely, while preparing them for an increasingly digital world beyond primary school.

Impact:

Pupils develop increasing confidence, independence and competence when using a range of digital technologies.
Pupils apply computational thinking, problem-solving and debugging skills to increasingly challenging tasks.
Pupils develop secure knowledge across programming, computer systems and networks, creating media and data handling.
Pupils understand how to use technology safely, responsibly and respectfully, including recognising and responding appropriately to online risks.
Pupils make progress from their individual starting points and leave Key Stage 2 with the digital skills, knowledge and confidence needed for future learning and life.
Good practice is shared through the Computing Lead’s attendance at Borough Cluster Groups.

Monitoring:

Records of learning demonstrate progression.
Digital evidence demonstrates pupil progression.
Planning is regularly scrutinised and updated where necessary.
Pupil voice.
Learning walks.
Classroom displays.
Shine Online Awards.

Parents as Partners:

Celebration assemblies
School website
Parents’ evenings
Parent workshops
Newsletters
Social media links providing online safety information

Next Steps:

Ensure that children in KS1 and KS2 have access to coding clubs and after-school activities to further promote digital literacy and online safety.
Ensure that we maintain access to high-quality equipment and resources to support the delivery of Computing lessons across KS1 and KS2.

English

Intention:

Children will become independent, confident and fluent readers, with a passion for books, leading to a thirst for knowledge as they develop a critical appreciation of a range of fiction and non-fiction texts.
Children will be able to employ their writing talents skilfully for a range of purposes and audiences, using accurate grammar and punctuation.
Children will develop confident and effective oracy and communication skills. They will be effective communicators who listen attentively, articulate their thoughts and ideas clearly, participate purposefully in conversations and discussions, and use spoken language to communicate effectively with a range of audiences and for different purposes.

Implementation:

A coherent, progressive English curriculum is in place across EYFS, KS1 and KS2, aligned with the National Curriculum. Reading, writing, vocabulary, phonics, comprehension and handwriting skills are systematically taught, revisited and built upon, with clear progression across the Key Stages.
Reading and writing are deliberately interconnected. High-quality, challenging and diverse texts are used through Whole Class Reading (WCR) to develop vocabulary, sentence structures, comprehension, authorial techniques and understanding of genre. Children are then supported to transfer these skills into their own writing across a range of purposes, audiences and curriculum areas.
Consistent approaches to teaching English are embedded across the school. WCR takes place regularly, with VIPERS supporting comprehension in KS1 and KS2, while Read Write Inc. provides a consistent approach to phonics and early reading. Letter-Join supports the development of handwriting and presentation across the school.
Quality-first teaching and purposeful application enable pupils to develop independence, resilience and stamina as readers and writers. Structured discussion and partner talk allow pupils to rehearse ideas and vocabulary before applying them independently. Children are given regular opportunities to read widely, write at length, edit and improve their work, and apply their English skills across the wider curriculum.
Assessment and targeted support are used to ensure pupils make progress. Sonar and ongoing teacher assessment identify gaps and next steps, with timely phonics, reading and writing interventions provided for pupils who require additional support. Feedback and assessment are used to inform planning and enable pupils to understand how to improve.
A strong reading culture and home-school partnership are developed through appropriately levelled home reading, parent reading and phonics workshops, library visits, reading events, reading fairs and regular opportunities to engage with authors. These experiences promote reading for pleasure and support parents in developing their children’s reading at home.
English is embedded across the wider curriculum, with topic-based learning providing meaningful opportunities to develop vocabulary, read subject-specific texts and apply reading, writing, speaking and listening skills. This ensures pupils increasingly use their English skills independently to access and communicate learning across all subjects.
Staff development and monitoring ensure consistency in the implementation of agreed English approaches. Planning, teaching, pupil work, assessment and progress are regularly reviewed to identify strengths, address gaps and ensure appropriate challenge and progression.

Impact:

Pupils are captivated, engaged and excited by reading and writing, developing a genuine enjoyment of and enthusiasm for English.
Children develop confidence, resilience and independence as readers and writers, becoming increasingly able to sustain reading and produce extended pieces of writing.
Children take pride in their reading and writing, presenting, celebrating and sharing their work with others.
Children develop secure reading fluency and comprehension, enabling them to access all areas of the curriculum and engage confidently in independent learning.
Children are able to write for a range of purposes, audiences and genres, applying vocabulary, structures and writing techniques encountered through WCR.
Pupils’ understanding and use of language develop, enabling them to articulate their thinking, express themselves clearly and make increasingly effective vocabulary choices in both spoken and written language.
Children increasingly demonstrate independence in responding to, editing, improving and evaluating their own reading and writing.
Children apply their reading, vocabulary and writing skills effectively across the wider curriculum, supporting their success in subject-specific learning.
There is increasing consistency in the quality, presentation and progression of reading and writing across the curriculum.
Children demonstrate improved handwriting, presentation and pride in the quality of their work.
Sonar assessment, tracking steps and statements provide evidence of progress and inform appropriate next steps in reading and writing.
Reading workshops strengthen parents’ confidence and understanding of systematic phonics, reading fluency and how to support their children’s reading development at home, strengthening the home-school partnership.
Children’s familiarity with library services and a wide range of high-quality texts increases, encouraging them to read widely and develop their interests as readers.
Virtual author events provide children with opportunities to engage with authors, develop their understanding of the writing process and be inspired by reading and writing.
The impact of improved reading and writing skills is evident across the curriculum, with pupils increasingly able to access, understand and communicate subject-specific knowledge and demonstrate independence in their learning.

Monitoring:

Planning scrutiny.
Pupil interviews (pupil voice).
Learning walks.
Sonar assessment tracker.
Learning questions and next steps.
Moderation and pupil progress meetings within year groups.
PPR.
Observations.
Book scrutiny.
Working walls.
Classroom displays.

Parents as Partners:

Celebration assemblies.
School website.
Parents’ evenings.
Parent workshops.
Newsletters.
World Book Day celebrations.
Instagram, ParentMail and the school website.
Learning books (EYFS).
Reading journals.

Next Steps:

Consolidate high-quality, consistent planning across the school.
Continue to develop and embed a clear, progressive sequence of writing skills across all year groups and Key Stages.
Further strengthen the links between Reading, WCR and Writing to ensure that children consistently use high-quality texts as models for their own writing.
Implement Letter-Join consistently to improve the quality, fluency and presentation of handwriting.
Continue to develop opportunities for children to engage with authors, libraries and authentic writing experiences to strengthen their understanding of writing for purpose and audience.
Ensure all children are able to read and access age-appropriate texts with appropriate fluency.
Continue to promote reading as a priority at home to support children’s access to the wider curriculum.
Ensure all staff model speaking, listening, reading and writing to a high standard in order to provide excellent support for pupils.
Ensure that the books available to children are increasingly representative of the school’s cultural diversity, including a wide range of authors from diverse backgrounds.
Provide opportunities for children to engage with aspirational authors, playwrights and others with links to the school to inspire future careers.
Provide opportunities for children to read about modern and influential people.

Achievements:

A consistent approach to reading and writing is becoming embedded across the school, with developing progression in key skills, vocabulary, comprehension and written composition.
Children are increasingly confident, independent and resilient readers and writers, demonstrating greater stamina and an ability to apply their skills across a range of purposes, genres and curriculum areas.
Reading and writing are increasingly well connected, with high-quality texts, WCR and exposure to diverse authors providing rich models that children draw upon in their own reading, writing and vocabulary choices.
A strong culture of reading for pleasure and engagement with English is developing through author events, World Book Day activities, book fairs and parent engagement, while timely interventions and assessment support pupils to make progress.

EYFS

Intention:

To give children the academic and social skills that give them the best possible outcomes throughout their lives.
To provide children with a safe and inspiring environment that allows them to discover new experiences, talents and passions.
To develop children’s communication, language and social skills through high-quality interactions, play and purposeful learning experiences.

Implementation:

Daily phonics sessions (20 minutes).
Daily Literacy and Maths sessions.
An engaging and inspiring class environment.
A space for imagination and role play.
A calm and caring environment.
Writing and Maths opportunities available for children to complete independently through continuous provision.
Art and Design activities (open-ended and topic-based) available for children through continuous provision.
Children are given opportunities to exercise and learn about a healthy lifestyle.
Children begin to learn about the life of Jesus, why and how our faith is important, as well as understanding that different people have different faiths.
Children are given opportunities to learn through play, sustained shared thinking and interactions with each other.
A balance between work being recorded in books and children learning through play.
Outdoor learning opportunities are available to children through learning in a nature area, as well as gardening opportunities. Children are encouraged to take risks in their learning.
Children engage in learning in the local environment, such as the park and library in Abbey Wood.
Weekly Forest School sessions.
Enrichment activities through after-school provision.

Impact:

Children learn skills that are vital to their school life and beyond.
Children have the foundations in Maths, reading and writing that allow them to make the best progress they possibly can throughout their school life.
Children begin to learn the social skills that will carry them through life.
Children are kind, considerate, respectful and conscientious members of the school and follow the Golden Rules daily.
Children learn and begin to embody the Gospel values.
Children have the basic skills to dress themselves, use the toilet and feed themselves independently.
Children are able to express themselves verbally and communicate their needs, as well as being aware and respectful of the needs of others.
In Nursery, children become ‘school ready’.
Children are prepared and ready to enter Year 1 and KS1.

Monitoring:

Scrapbooks of learning.
Literacy books.
Handwriting books.
Book scrutiny.
Sonar assessment tracker.
Termly phase meetings with SLT, SENCO and support staff.
Home visits.
Observations.
Pupil voice.
Early Talk Boost.
Literacy moderation with Catholic partner schools.

Parents as Partners:

Parent workshops – reading, ELGs and learning through play.
World Book Day activities.
Home reading.
Stay and Play Nursery sessions.
Home observations.
Reports for parents.
Daily communication with parents.
Home learning to support children in meeting ELGs.

Next Steps:

Provide more outdoor learning opportunities.
Maintain high standards of provision in EYFS.
Support staff training in phonics and reading.
Improve children’s vocabulary, listening and speaking skills, and build their confidence in communicating with others by taking part in the Oxford NELI programme.
Follow the ‘Moving the Box’ project to identify children who require support with attention, listening, communication and social interaction skills, providing structured small-group activities tailored to their individual needs.

Achievements:

Good provision and high standards.
Strong partnership between teaching staff and support staff.
Knowledge and understanding of children’s needs and those of their families in EYFS.
A range of opportunities available through continuous provision.
Encouragement for children to become independent learners.
Partnership with Early Years Adviser Barbara Foster.

Geography

Intention:

Inspire pupils with curiosity and fascination about the world, developing an understanding of people, places, cultures and environments, from their local area to the wider world.
Develop a progressive understanding of physical and human geography, building pupils’ knowledge of geographical processes, places and the connections between people and their environment.
Equip pupils with the knowledge, vocabulary and practical skills to investigate and understand the world through maps, fieldwork, data collection, observation and geographical enquiry.
Develop confident, responsible and respectful global citizens who take pride in their local community and appreciate the diversity, interconnectedness and importance of caring for the wider world.

Implementation:

Use PlanBee Geography as the core resource to provide a clear, progressive and engaging geography curriculum from Year 1 to Year 6.
In EYFS, continue to build and develop geographical skills through Knowledge and Understanding of the World as part of the EYFS curriculum.
Build on pupils’ prior knowledge and understanding, developing geographical knowledge, skills and vocabulary progressively across the school.
Use a range of maps, atlases, globes, photographs, data and digital resources to develop pupils’ geographical knowledge and enquiry skills.
Plan and deliver a balance of theoretical, practical and enquiry-based lessons, giving pupils opportunities to investigate and apply their geographical understanding.
Develop pupils’ ability to ask geographical questions, observe, investigate, collect and interpret information, and communicate their findings.
Develop an understanding of places, people, environments and geographical processes, including both physical and human geography.
Ensure learning is accessible to all pupils through appropriate scaffolding, resources and practical experiences, while providing opportunities for challenge and deeper geographical thinking.

Impact:

Develop a secure and progressive understanding of places, people and environments, from their local area to the wider world.
Become confident geographers who can use maps, data, fieldwork and geographical vocabulary to investigate and explain the world around them.
Demonstrate curiosity and independence by asking questions, making observations and applying their geographical knowledge to real-world contexts.
Develop a sense of responsibility and respect for their local community and the wider world, recognising the connections between people, places and the environment.

Monitoring

Monitor geography books regularly to assess progression in knowledge, skills and vocabulary across year groups.
Ensure teachers adapt planning so that PlanBee resources are appropriately tailored to meet the needs, abilities and interests of the children in each class.
Use pupil voice and interviews to assess pupils’ knowledge, understanding, geographical vocabulary and enjoyment of the subject.
Use geography quizzes and knowledge checks to assess the retention of key knowledge and identify areas for further teaching or consolidation.

Next Steps:

Ensure consistent evaluation of geography units across the school, using teacher reflections and assessment information to inform future planning and adaptations.
Continue to develop a wider range of geographical resources, including maps, atlases, globes, fieldwork equipment and digital resources, to support practical and engaging learning.
Develop the use of quizzes and knowledge checks to strengthen pupils’ retention of key geographical knowledge and vocabulary.
Continue to support teachers in adapting PlanBee planning to meet the needs of their pupils and ensure appropriate challenge and support.

Achievement:

High-quality geography work displayed throughout the school, demonstrating pupils’ developing knowledge, skills and understanding.
A consistent whole-school approach to geography, supported by PlanBee planning and a clear progression of knowledge and skills from EYFS to Year 6.
An increased focus on geographical vocabulary, with key terminology introduced, revisited and applied throughout lessons.
Teachers adapt PlanBee resources effectively to meet the needs, abilities and interests of their pupils.
Increased opportunities for practical geography, mapping, fieldwork and enquiry, enabling pupils to apply their learning and develop confidence as geographers.

History

Intention:

Provide a History curriculum that enables children to investigate and understand past events.
Develop knowledge and understanding of significant, life-changing events from Ancient History, the Middle Ages and the Modern Age.
Enable children to compare life in the past with life today.
Develop critical thinking skills through enquiry-based learning.
Develop a wide and accurate knowledge of historical vocabulary.

Implementation:

Use a range of resources and materials to develop pupils’ interest in history and encourage historical enquiry.
Regularly review timelines and sequence significant events throughout history.
Plan effective, enquiry-based lessons that are age-appropriate and provide opportunities to make links with other curriculum subjects.
Develop children’s understanding of how people, places, societies and events have changed and developed over time.
Provide opportunities for children to investigate historical sources and develop their understanding through questioning and discussion.

Impact:

Children have opportunities to explore their own interests and develop a deeper understanding of history.
Children understand how events in the past have influenced the way we live today and how society may continue to change throughout their lifetime.
Children develop the knowledge, vocabulary and enquiry skills needed to discuss and explain historical events and developments.

Monitoring:

History books are reviewed to ensure progression in learning across the school.
Planning is scrutinised to ensure lessons are effective and updated where necessary.
Pupil interviews are used to gather pupil voice and assess understanding.
Learning walks are used to monitor the quality and consistency of History teaching.

Next Steps:

Ensure consistent assessment and evaluation of topics are completed across the school.
Develop a broader range of historical resources to support teaching and learning.
Introduce Topic Immersion Days across all year groups.

Achievements:

History enrichment days are led by teachers and external agencies. These include visits to areas and venues relating to History topics, as well as visits from specialists who can enhance pupils’ understanding of the topics being studied.
High-quality examples of pupils’ work demonstrating strong subject knowledge are displayed throughout the school.
A consistent whole-school approach to History planning has been established.

Maths

Intention:

Children will develop a positive attitude towards mathematics and become confident, resilient and enthusiastic mathematicians.
Children will develop a deep and secure understanding of mathematics and become fluent in mathematical fundamentals, including number facts, calculation strategies and complex problem-solving.
Children will be able to use appropriate and accurate mathematical vocabulary to communicate their ideas and explain their thinking and reasoning.
Children will have an awareness of the uses of mathematics in the world beyond the classroom by solving problems they encounter in everyday life.
Children will recognise mathematical patterns in both shape and number, and their application to relationships, using this knowledge to make predictions and generalisations.
Children will be able to work collaboratively, learn from mistakes and persevere when faced with mathematical challenges.

Implementation:

Teachers follow the Long-Term Plan and NCETM Spine materials from the NCETM Primary Mastery Development resources, ensuring that all National Curriculum objectives are covered.
Lessons are planned and sequenced following a consistent format across the school, which builds on children’s prior knowledge.
The concrete-pictorial-abstract (CPA) approach is used to enable children to explore mathematical concepts practically through visual representations and manipulatives.
NCETM Mastering Number sessions are used from Reception to Year 5, giving children opportunities to develop fluency, reasoning and problem-solving skills, as well as providing a platform to explain, justify and discuss their mathematical thinking.
Mathematical vocabulary and language are explicitly taught and modelled through the use of word banks and sentence stems.
Appropriate support and challenge are provided so that all children can access the same mathematical concepts, develop fluency and embed their understanding.
Children have opportunities to learn and develop their mathematical skills and confidence, both individually and collaboratively.
Assessment for learning takes place throughout lessons, enabling teachers to identify misconceptions, respond to children’s needs and adapt teaching accordingly.

Impact:

Most of our Year 6 children will leave St Thomas a Becket with the ability to:

Demonstrate fluency in the fundamentals of mathematics.
Recall and apply key mathematical knowledge and number facts.
Reason mathematically and use this to communicate their ideas.
Make connections between different mathematical concepts, relationships and patterns.
Apply their knowledge and skills to solve unfamiliar or non-routine problems.
Persevere when mathematics is challenging.

Monitoring:

Book looks.
Learning walks.
Lesson observations.
Discussions with teachers and pupils about teaching and learning.
We are part of the NCETM Maths Hub, where we use Basecamp and Axis to discuss teaching and learning with colleagues and share resources beyond our school, across the borough and further afield.

Next Steps:

Continue to implement and embed the Mastering Number scheme across the school, from Reception to Year 5.
Continue to develop effective assessment practices and strategies so that misconceptions and gaps in understanding are identified and addressed promptly.

Achievement:

Children demonstrate a secure understanding of mathematical vocabulary and can use this to explain their mathematical thinking.
Children are able to select and use appropriate representations, manipulatives and strategies to support their learning.
Children appear to enjoy maths lessons more, particularly when identifying and making links between their maths lessons and their NCETM Mastering Number sessions.
All staff undertake continuing professional development through staff meetings, training and monitoring opportunities. This CPD enables all staff to fully support children in their mathematical learning and understanding.

Modern Foreign Language

Intention:

Encourage an understanding of how different languages are spoken and used around the world.
Give every child the opportunity to learn a modern foreign language by Year 6.
Provide pupils with a clear understanding of the French language, both orally and in written work.
Immerse children in French language and culture.

Implementation:

Use the online programme, iLanguages, to support the teaching and learning of French.
Ensure progression in language and French culture from EYFS through to Year 6, including all four language strands: listening, speaking, reading and writing.
Develop pupils’ understanding of French language and culture through cross-curricular links and enrichment activities.
Record learning in Years 3–6 in the French learning journal.

Impact:

Pupils develop key skills for learning a modern foreign language.
Pupils develop an understanding of French social and cultural norms.
Pupils develop an interest in different cultures and languages from around the world.

Monitoring:

A consistent whole-school approach to planning.
Pupil assessment and feedback.
Sharing good practice through staff meetings and assemblies.

Next Steps:

Introduce the Year 5 and Year 6 curriculum across UKS2.
Begin using assessment tools to monitor pupil progress.
Develop an interest in modern foreign languages across the whole school community.

Achievement:

Established an after-school French club for KS2 pupils.

Music

Intention:

Children are engaged, inspired and challenged through high-quality music experiences.
Children develop a lifelong love of music.
Children understand and appreciate music that reflects different cultures and historical periods.
As pupils progress, they develop the skills, knowledge and understanding they need to become confident performers, composers and listeners.
All children have opportunities to take part in extra-curricular musical activities beyond the classroom.
All children have the opportunity to experience live musical performances throughout the year.

Implementation:

The Kapow Music programme is followed across the school.
In every unit of work, children have opportunities to perform, listen and compose. They also learn about the history of music and explore music from a range of different cultures.
Children learn to sing and use their voices creatively, create and compose music independently and collaboratively, and have opportunities to learn to play a musical instrument.
Children understand and explore how music is created, produced and communicated, including through the interrelated dimensions of pitch, duration, dynamics, tempo, timbre, texture and structure, as well as appropriate musical notation.
Children access a spiral curriculum in which key skills and knowledge are revisited, consolidated and built upon over time.
Each year, children in Years 5 and 6 have the opportunity to join the school choir and take part in the Young Voices concert.
Children in Key Stage 2 have the opportunity to take part in weekly music lessons led by Rocksteady Music School. They participate in termly concerts, attended by parents and children, to celebrate their learning and progress.

Impact:

Music provides an avenue for children to express their talents and individuality.
Children are able to explore and develop their creativity.
Children develop increased confidence through performing and creating music.
Children build upon and apply previously learnt skills and knowledge.
Children with a particular passion for music have opportunities to take part in extra-curricular activities and develop their musical interests further.
Children have opportunities to perform in assemblies and other school events.
Children demonstrate increased confidence in composing and reading musical notation.
Children become confident performers, composers and listeners and are able to express themselves musically both in and beyond school.

Monitoring:

Record of learning books demonstrate progression.
Performances are monitored and reviewed.
Video and photographic evidence is stored on Teams.
Pupil interviews provide opportunities to gather pupil voice.
Learning walks are used to monitor the quality and consistency of music teaching.

GDS Skills:

Opportunities to participate in the after-school choir and Young Voices.
Pupils are stretched and challenged within lessons through appropriate extension activities and expectations.

Parents as Partners:

Opportunities for pupils to participate in Young Voices.
Parents and families are invited to attend class assemblies and Carol Services.
Children’s musical learning and achievements are shared through the school website and Instagram.

Next Steps:

Provide further Continuing Professional Development (CPD) opportunities for teachers to develop their confidence and subject knowledge.
Provide more opportunities for children to experience live music and professional musical performances.

Achievements:

Annual participation in Young Voices.
Singing performances at a local care home.
Carol Services.
Singing in assemblies and weekly hymn reflections.
Continued development of the music curriculum, including class teachers teaching instruments such as glockenspiels and untuned percussion.
Increased teacher confidence and subject knowledge through CPD videos available for every unit of work.
Rocksteady is embedded across KS2.

PE

Intention

Children will be able to develop physical competence, confidence and a love of movement through a broad range of physical activities.
Children will recognise the importance of physical activity, health and wellbeing and develop positive habits for an active lifestyle.
Children will be able to develop resilience, teamwork, communication, respect and positive relationships through physical activity and competition.
Children will be able to apply, reflect on and improve their physical skills, knowledge and performance, striving to achieve their personal best.

Implementation

Develop physical competence and enjoyment: Provide a broad, progressive range of physical activities from Nursery to Year 6, enabling children to develop fundamental and sport-specific skills, build confidence, discover activities they enjoy and experience success at their own level.
Promote healthy and active lifestyles: Embed physical activity throughout school life through PE, active play, movement breaks and opportunities for active travel, while developing children's understanding of physical health, mental wellbeing, nutrition, rest and the importance of lifelong activity.
Develop character through physical activity: Use PE, sport and competition to develop resilience, teamwork, communication, respect and positive relationships. Encourage children to reflect on their performance, set personal goals, respond positively to challenges and strive for their personal best, reflecting the school's Catholic values.

Impact

Develops physical competence and confidence: From Nursery through to KS2, PE enables children to develop fundamental movement skills, coordination, balance, agility and strength, progressing towards more complex skills across a broad range of activities and sports. This helps children develop confidence in their own abilities and enjoy being physically active.
Supports physical health and lifelong active habits: Regular participation in physical activity supports children’s fitness, strength, coordination and overall physical health. PE helps children understand the importance of being active and encourages positive habits that can contribute to a healthy, active lifestyle beyond primary school.
Promotes mental health and wellbeing: Physical activity provides opportunities for children to experience enjoyment, relaxation, achievement and increased self-confidence. PE can support children's emotional wellbeing by helping them manage challenges, develop resilience and recognise the positive impact that movement can have on how they feel.
Develops social skills, teamwork and positive relationships: Through games, dance, gymnastics, athletics, swimming and outdoor activities, children learn to communicate, cooperate, share responsibility and respect others. Competition provides opportunities to experience both success and disappointment and to develop resilience, fairness and respect.
Encourages personal development and a lifelong love of movement: PE enables children to apply, reflect on and improve their skills, knowledge and performance, encouraging them to set goals and strive for their personal best. From EYFS through to KS2, children are given opportunities to experience competition, outdoor and adventurous activities and a variety of sports, helping them discover activities they can enjoy throughout their lives.

Monitoring

Children's skills are assessed continuously during lessons to ensure skill sets are achieved and maintained through further skills training.
Teachers monitor children’s engagement and enjoyment during sessions, helping children to stay engaged and active throughout the whole term.
Children can reflect on their own improvements from the start of the term through to the completion of the topic, as well as the development of their skills across the different year groups.
Teachers record key assessment information at appropriate points throughout the year, enabling staff to identify children who may require additional support or challenge and allowing the PE subject leader to monitor progression and attainment across the school.
Swimming is assessed by trained swimming instructors at the end of each block of sessions across Years 4, 5 and 6.

Parents as Partners

Parents are welcome to come and join us at Sports Day to cheer on their children and witness their growing skills and sportsmanship.
Parents are welcome to sign their children up for after-school clubs such as dance, hall games and netball.
Children’s sporting achievements, such as football and netball tournaments, are shared across the school website and the school’s Instagram to highlight the importance of taking part in physical activities.
Parents are invited to sign their children up to attend sporting opportunities outside of the school day, such as taking part in a parade at Charlton Athletic Football Club and then having the opportunity to watch a football match with peers and teachers.

Next Steps

To provide further Continuing Professional Development (CPD) to teachers and lunchtime staff to ensure they are developing their confidence and subject knowledge and are able to provide a rounded curriculum.
To be able to offer more opportunities for children to have tailored coaching.
To engage children in more learning around the importance of Physical Education for their mental health and wellbeing.

Achievements

A variety of whole-school competitions, such as football, cricket and netball.
Whole-key-stage Sports Days at the end of each academic year, where all children are celebrated for their resilience and skill progression.

Phonics

Intention:

To ensure every child learns to read fluently, accurately and with confidence by the end of Key Stage 1.
To lay the foundations for early reading, enabling children to develop as readers according to their individual abilities.
To foster a lifelong love of reading by equipping children with the blending and segmenting skills needed to decode words effortlessly.

Implementation:

Daily 20-minute synthetic phonics lessons following the Read Write Inc. programme. These lessons follow a clear and consistent structure: Review, Teach, Practise and Apply.
Children are grouped according to their ability for these lessons and work at an appropriate pace.
Interventions are provided for children who require additional support, ensuring they can catch up to an age-appropriate level.
Phonics workshops are provided for parents in EYFS and Year 1.

Impact:

Children make a smooth transition towards becoming fluent, independent readers.
Children are able to apply the skills learned in phonics lessons to their reading.
Many children meet or exceed the national expectations in the Phonics Screening Check, as reflected in our current performance data.
Workshops improve parents’ understanding of systematic phonics and enable them to better support their child’s early reading development.

Monitoring:

Planning scrutiny.
Analysis of children’s progress data in the Phonics Screening Check.
Regular screening of children to assess their phonics knowledge and progress.
Phonics working walls in EYFS and Years 1 and 2.

Parents as Partners:

Parent workshops.
Parent information meetings regarding the Phonics Screening Check.
Parents’ Evenings.
ParentMail and the school website.
Reading at home and the use of reading diaries.

Next Steps:

Refine the teaching and decoding of pseudo-words (nonsense words) by introducing sessions focused on identifying these words, helping to prevent children from guessing.
Provide Key Stage 2 support staff with training in the Read Write Inc. phonics scheme so that they feel confident supporting children who are still struggling with phonics and delivering targeted intervention sessions.

Achievement:

Interventions for lower-achieving children in EYFS and Key Stage 1 are timely.
Strong parent engagement in phonics workshops.
Analysis of pupil progress data in the Phonics Screening Check.
Regular assessment of phonics across EYFS and Key Stage 1.

Pupil Voice

Subject:

School Council
Junior Travel Ambassadors
Mini-Vinnies
Prayer and Praise Leaders

Intention:

Develop confident pupils who can express their views, share ideas and represent the voices of others.
Provide meaningful opportunities for children to take on leadership roles and contribute to school life.
Encourage pupils to work collaboratively, communicate effectively and build positive relationships with children and adults.
Empower children to identify opportunities for positive change and take purposeful action within the school and wider community.
Nurture pupils who live out our Catholic faith through prayer, service, compassion and care for others.

Implementation:

Pupil leadership groups meet regularly to discuss ideas, priorities and actions.
School Council, Junior Travel Ambassadors, Mini-Vinnies and Prayer and Praise Leaders are given opportunities to contribute to different aspects of school life.
Pupils are supported to plan and participate in projects, initiatives, charitable activities, prayer and worship.
Staff and members of SLT support pupil leadership groups, listen to pupils’ views and respond to their suggestions.
Pupil leaders have opportunities to share their work and celebrate the difference they have made within the school community.

Impact:

Children understand that their voices are valued and that their ideas can contribute to school life.
Pupils develop confidence in expressing their views, listening to others and communicating effectively with children and adults.
Children recognise that they can make a positive difference through their actions, service and leadership.
Pupils develop a greater sense of responsibility, teamwork and ownership within their school community.
Children feel proud of their contributions and achievements and recognise how they can live out the school’s Gospel values through their actions.

Monitoring:

Key developments and impact are shared with the school community.
Pupil voice is gathered through discussions and questionnaires.
Activities, projects and assemblies are reviewed to consider participation and impact.
Pupil leadership work is shared and celebrated through assemblies.

Parents as Partners:

Parents are given opportunities to celebrate and recognise the positive contributions pupils make to school life.
Parents are kept informed about pupil leadership activities and achievements through school communication and events.
Families are encouraged to support and engage with projects, charitable initiatives and wider school activities.

Next Steps:

Ensure pupil voice is regularly gathered and used to inform positive change.
Raise the visibility and profile of pupil leadership groups across the school.
Develop further opportunities for pupils to lead assemblies and share their work.
Strengthen links between pupil leadership groups, parents, governors and the wider community.

Achievement:

The School Council established a KS2 gardening initiative, giving pupils opportunities to take responsibility for and improve the school environment.
Junior Travel Ambassadors achieved the TfL STARS Bronze Award for their work promoting safe and sustainable travel.
Mini-Vinnies have supported charitable activities and put their faith into action through service to others.
Prayer and Praise Leaders have supported and contributed to prayer and worship across the school.

Religious Education

Intention:

At St Thomas a Becket, Religious Education is at the heart of our Catholic curriculum. Rooted in faith, we warmly welcome children and families of all faiths and none, providing opportunities for every child to develop a rich knowledge and understanding of the Catholic faith.
Through Scripture, prayer, reflection and theological thinking, children are encouraged to ask questions, wonder, make connections and develop the religious vocabulary needed to express and deepen their understanding.
Our curriculum enables children to recognise the dignity and worth of every person, understand Catholic Social Teaching and consider how we are called to serve others, work for justice and care for our common home.
Children learn about other religions and worldviews with respect and curiosity, developing an understanding of the beliefs and traditions of others while recognising our shared humanity.
Through our Gospel values of Faith, Love and Courage, we want children to grow into compassionate, thoughtful and courageous young people who recognise their responsibility to others and are prepared to make a positive difference in the world.

Implementation:

Religious Education is taught through Lighting the Path, in accordance with the Religious Education Directory (RED), providing a coherent and progressive curriculum from Reception to Year 6. Nursery children are introduced to faith through developmentally appropriate experiences, stories, prayer, play and exploration.
Scripture is central to our teaching. Children encounter the Bible regularly and are supported to understand its meaning, context and significance within the Catholic faith.
Teaching develops the three Ways of Knowing – Understand, Discern and Respond. Through Big Questions, discussion, reflection and opportunities to wonder, children build secure knowledge, think deeply, make connections and consider the meaning of their learning for their own lives and the wider world.
Key religious vocabulary is explicitly taught, revisited and deepened as children progress through the school, enabling them to become increasingly confident and articulate when discussing their learning and expressing their ideas.
Teaching is inclusive and appropriately adapted, ensuring that all children, including those with SEND, can access, participate in and demonstrate their understanding of RE.
Catholic Social Teaching is woven throughout the curriculum, helping children connect what they learn with how we are called to live: respecting human dignity, caring for Creation, standing alongside others and working for the common good.
Approximately 10% of RE curriculum time is dedicated to other religions and worldviews, in line with the Religious Education Directory. Through purposeful teaching, visits, visitors and encounters with different faith communities, children develop knowledge, respectful curiosity and an appreciation of the beliefs and traditions of others.
Prayer, liturgy, the sacramental life of the Church, visits and pilgrimages, pupil leadership, and links with our parish and wider Catholic community provide opportunities for children to experience faith beyond the classroom.

Impact:

Children develop a secure understanding of the Catholic faith, rooted in Scripture and the teachings of the Church.
Children know more, remember more and make connections between their current and previous learning.
Children confidently use increasingly sophisticated religious and theological vocabulary to explain their understanding, discuss beliefs and express their own thinking.
Children are able to understand, discern and respond by asking thoughtful questions, considering different perspectives and reflecting carefully on faith and life.
Children understand the principles of Catholic Social Teaching and recognise that faith calls us to action through service, justice, care for Creation and respect for the dignity of every person.
Children develop a secure and respectful understanding of other religions and worldviews and are prepared to live alongside people of different beliefs with knowledge, curiosity and respect.
Children leave St Thomas a Becket as thoughtful, compassionate and courageous young people, understanding that their choices matter and believing they can make a positive difference in their community and the wider world.

Monitoring:

Regular book looks and learning walks monitor the quality, consistency and progression of RE teaching and learning.
Pupil voice enables children to talk about their learning, recall previous knowledge, use appropriate religious vocabulary and explain how their understanding has developed.
Assessment and moderation help identify strengths and gaps in learning and support consistent judgements against the expected outcomes of the Religious Education Directory.
The RE Lead monitors the implementation of Lighting the Path, including curriculum coverage, progression, vocabulary, Catholic Social Teaching and provision for children with SEND.
Monitoring is used positively to celebrate strengths, identify areas for development and inform future staff training and support.

Parents as Partners:

We value parents and carers as important partners in their children’s faith journey and religious education, and we warmly welcome every family within our school community.
Each half-term, we share “What are we learning in RE?”, including the children’s Big Question and a simple “Talk About It at Home” prompt to help families engage with their children’s learning.
Families are warmly invited to join us for Masses, prayer, liturgies, assemblies and celebrations throughout the Church year.
Our RE newsletters and school website celebrate children’s learning and keep families connected with the Catholic life of our school.
We work closely with our families and parish, particularly as children prepare for the Sacraments.

Achievements:

Our Catholic Schools Inspection recognised the strength of Religious Education at St Thomas a Becket, with the school achieving an Outstanding judgement.
We are proud to have achieved the Oscar Romero Award – Participator Level, recognising our commitment to Catholic Social Teaching and putting faith into action.
Children take an active role in the Catholic life of our school through prayer, liturgy, pupil leadership, charitable action and service to others.
Children enjoy opportunities to deepen their faith beyond the classroom through pilgrimages, visits, parish links and celebrations throughout the Church year.

Next Steps:

Continue to embed Lighting the Path across the school, ensuring a consistent, engaging and ambitious RE curriculum from Reception to Year 6.
Embed our new vocabulary progression, helping children to build, revisit and deepen their religious and theological language as they move through the school.
Continue to develop assessment and moderation, ensuring that children’s progress and understanding are recognised and supported effectively.
Continue to strengthen Catholic Social Teaching and faith in action as we work towards the next level of the Oscar Romero Award.

Science

Intention:

Science is a core subject and is taught regularly and consistently across the school. We aim to equip our children with a thorough knowledge and understanding of the world around them through high-quality teaching and learning.
We endeavour to develop pupils’ scientific skills while encouraging them to maintain their sense of wonder and curiosity about the world.

Implementation:

Science is a core subject and is taught weekly and consistently throughout the school.
Children in our Nursery and Reception classes develop their early scientific skills and knowledge through the Understanding the World strand of the Early Years curriculum. All year groups primarily use Oak Academy resources to support the planning and implementation of lessons. The scheme is adapted and sequenced to meet the needs of our pupils and ensures that key knowledge, skills and vocabulary are revisited and developed progressively over time.
Science resources are available within each classroom, alongside a central resource area in the Lower Key Stage 2 corridor.
Science lessons provide opportunities for children to develop core scientific skills, including observing, planning, predicting, recording, interpreting and evaluating, through practical, hands-on activities.
The Science curriculum adopts a spiral approach to many units of learning, revisiting key concepts regularly throughout pupils’ primary school journey. Teachers are therefore able to recap and build on prior learning, enabling pupils to make meaningful links between different areas of their learning.
Scientific vocabulary and key concepts are explicitly taught and revisited, supporting pupils to articulate their understanding. This is further embedded through the use of knowledge organisers at the start of each topic, which pupils can refer to throughout the unit.
Links are made to the Catholic Social Teaching Principles, where appropriate, reinforcing the Catholic ethos of the school.
Pupils are given regular opportunities to study STEM heroes: people who have made significant and interesting contributions to the world of science. This enables children to make links between their classroom learning and real-life achievements, as well as potential future careers.
Science learning is supplemented, where appropriate, through class trips linked to science, visits from experts and Science Week activities.
Teachers use assessment opportunities within lessons to identify misconceptions, address gaps in knowledge and provide appropriate scaffolding, support and challenge. Adaptations are made to ensure that Science is accessible to all pupils, including those with SEND, while opportunities for greater independence and deeper thinking are provided for pupils who are ready to extend their learning.
Pupils’ achievements from Year 1 to Year 6 are recorded termly on the SONAR platform.

Impact:

Science is promoted as a core subject within our school, and pupils recognise the importance of science in understanding the wider world.
Children leave our school with a thorough knowledge and understanding of the primary Science curriculum, as well as a genuine curiosity about the world around them.
Pupils leave our school with an awareness of the importance of observing, testing, collecting, interpreting evidence and ensuring fairness when reaching scientific conclusions.
Pupils understand how to use scientific equipment safely, responsibly and respectfully.
Pupils make progress from their individual starting points and leave Key Stage 2 with the scientific knowledge and skills needed to progress successfully into Key Stage 3 and beyond.
Pupils leave our school with an awareness of the opportunities that science can provide, including potential future careers.

Monitoring:

Science books are scrutinised to ensure coverage, consistency and progression.
Planning is regularly scrutinised and updated where necessary.
Pupil voice.
Learning walks.
Classroom displays.
End-of-term SONAR teacher assessments.

Parents as Partners:

Celebration assemblies
School website
Parents’ evenings
Parent visits
Newsletters
Social media links

Next Steps:

Continue to raise the profile of Science across the school.
Ensure that we maintain consistently high-quality Science lessons.
Provide appropriate challenge for pupils and raise attainment in Science across the school.

SPaG

Intention:

Children develop a secure and progressive understanding of spelling, punctuation and grammar and apply these skills skilfully and with growing accuracy across a range of texts and purposes.
Children build on their existing knowledge and understanding to make increasingly deliberate choices about vocabulary, sentence structure, grammar and punctuation, giving them greater control over their spoken and written language.

Implementation:

Spelling, punctuation and grammar are taught explicitly alongside English lessons and embedded within reading, writing and speaking opportunities, enabling children to understand how these features are used purposefully.
WCR provides regular opportunities for children to identify, discuss and explore grammar, punctuation and vocabulary choices within high-quality texts, building their understanding of how authors use language for effect.
The SPaG overview document is used to support teachers’ planning and ensure coverage and consolidation of skills.
Children are given opportunities to apply and transfer their SPaG knowledge independently across a range of texts, genres and curriculum areas, with expectations for accurate application in all independent writing.
Feedback, learning questions and next steps support children in refining their understanding and making increasingly deliberate choices in their use of spelling, punctuation and grammar.
Intervention groups provide targeted support where required.

Impact:

Children apply spelling, punctuation and grammar accurately and skilfully across a range of texts, purposes and curriculum areas.
Children make increasingly deliberate choices about vocabulary, sentence structure, grammar and punctuation, giving them greater control over how they communicate their ideas.
Children build on their prior knowledge and increasingly use feedback and editing to refine and improve the accuracy and effectiveness of their spoken and written language.

Monitoring:

Book looks.
Learning walks.
Sonar.
Moderation.
Displays.

Parents as Partners:

Celebration assemblies.
School website and Instagram.
Parents’ evenings.
Parent workshops.
Newsletters.

Next Steps:

Consider the implementation of a whole-school spelling programme.
Continue to develop assessment approaches.
Update the SPaG progression document.

Achievements:

Grammar, punctuation and spelling are increasingly embedded within English teaching, reading and writing, with pupils developing a stronger understanding of how language choices affect meaning and impact.
Children are increasingly able to apply their SPaG knowledge accurately within their independent writing and across the wider curriculum.
Pupils are developing greater confidence in making choices about vocabulary, sentence structure, grammar and punctuation, and in using feedback to improve their work.
A consistent approach to SPaG is developing across the school, supported by WCR, assessment, intervention and ongoing monitoring.

Wellbeing

Intention:

Children understand that all feelings are valid and feel confident talking about their emotions.
Pupils develop practical strategies to support their own wellbeing and resilience.
Children feel safe and empowered to share worries or concerns with trusted adults.
Pupils know where and how to seek help for themselves or others.
Children and families feel supported during times of challenge or difficulty.

Implementation:

Pastoral support is provided through the School Counsellor, Learning Mentor, Family Support Worker and CAMHS Link Worker.
Zones of Regulation is used to help children recognise, understand and manage their emotions.
Individual needs are identified and supported through provision planning and targeted interventions.
Pupil voice and wellbeing are promoted through the School Council and opportunities for children to share concerns with trusted adults.
Positive achievement, self-esteem and a sense of belonging are promoted through weekly Star Learners, assemblies and celebrations.
A whole-school enrichment programme, charity work, TfL STARS and Shine Online provide opportunities for children to develop confidence, resilience and positive relationships.
Parent workshops and family support strengthen the partnership between home and school.
Regular staff CPD develops staff confidence in recognising and responding to wellbeing needs.
Half-termly Circle Time takes place across all classes, providing regular opportunities to discuss feelings, relationships and wellbeing.
The school’s Catholic ethos, prayer and values promote a sense of belonging, compassion, dignity and care for others.

Impact:

Children can recognise and understand their emotions and develop strategies to manage challenges.
Pupils develop resilience, confidence and positive attitudes towards their wellbeing.
Children feel safe to share worries and concerns and know that they will be listened to.
Pupils know who to approach and how to access support when they need it.
Children and families feel supported, valued and encouraged to have high aspirations.

Monitoring:

Pupil voice is used to understand children’s experiences of wellbeing and support.
Pastoral provision and interventions are regularly reviewed for impact.
Provision plans are monitored and adapted in response to individual needs.
Parent workshops are evaluated through attendance and feedback.
Parent questionnaires are used to gather views and identify areas for development.
Wellbeing themes and trends are reviewed to inform future provision and staff CPD.
Whole-class PSHE scrapbooks are used to record and evidence Circle Time, wellbeing activities and wider enrichment opportunities.

Parents as Partners:

Work openly, honestly and positively with parents to support children’s wellbeing.
Build and maintain trusting, supportive and confidential relationships with families.
Maintain an open-door approach, ensuring that parents feel listened to and able to seek support when needed.
Provide opportunities for parents to access advice, workshops and wider support.

Next Steps:

Raise children’s awareness and understanding of mental health and emotional wellbeing.
Continue wellbeing and mental health CPD for all staff.
Further develop whole-class PSHE scrapbooks to consistently capture Circle Time, wellbeing and enrichment activities.
Develop a more consistent whole-school approach to Zones of Regulation.
Strengthen pupil voice to help identify wellbeing priorities and evaluate provision.

Achievement:

Successful implementation of Zones of Regulation to support children in recognising and managing their emotions.
Successful implementation of Circle Time across the whole school.
Positive engagement from parents with workshops and wellbeing support.
Parents feel confident approaching school staff for advice and support.
Continued charitable support and initiatives respond to the needs of families and the wider community.
A rich and varied enrichment programme supports pupils’ confidence, wellbeing and wider development.

Writing

Intention

Children have the confidence and skills to write with purpose for a range of audiences, using accurate grammar and punctuation across all areas of the curriculum.
Children develop a fluent, legible handwriting style and take pride in the presentation of their work.
Children develop a love of writing through exposure to high-quality texts, authors and a wide range of genres.

Implementation

Thorough planning linked to the National Curriculum ensures challenging and high-quality writing opportunities across all subjects.
A clear sequence of learning is being developed across the school, ensuring that key writing skills, knowledge and vocabulary are progressively taught, revisited and built upon throughout the Key Stages.
Key skills are taught through a well-developed sequence of lessons, with clear opportunities for children to apply these skills independently across a range of writing genres and for different purposes and audiences.
Opportunities are provided for children to revisit, consolidate and refine their writing skills throughout the Key Stages.
Children develop resilience and stamina to write at length across a variety of genres and curriculum areas.
Strong links between Reading and Writing ensure that children are exposed to a wide range of genres, authors and high-quality texts. Whole Class Reading (WCR) is used to broaden children’s reading experiences and provide rich models of vocabulary, sentence structure, authorial techniques and different writing styles that can be transferred into their own writing.
Careful consideration is given to the selection of high-quality, challenging texts, including a range of established and new authors and a diverse range of genres.
High-quality teaching, supported by engaging and aspirational texts, enables children to develop confidence and independence in their own writing.
Partner talk provides opportunities for children to rehearse, develop and refine their ideas and vocabulary before committing them to writing.
Children are taught to write for a range of real and purposeful audiences, with opportunities to share, publish and celebrate their work through displays and other platforms.
Children are explicitly taught to edit and improve their writing through self-assessment, peer assessment, success criteria, scaffolding and teacher feedback.
Library visits, author workshops and opportunities to engage with authors support children’s understanding of writing as a purposeful and creative process. These experiences expose children to authors of interest and a wider range of writing styles, genres and perspectives, while inspiring children to see themselves as writers.
Phonics: Read Write Inc. is followed in EYFS and KS1.
Handwriting: Letter-Join is followed across EYFS, KS1 and KS2.
In-depth, daily feedback and marking inform the next steps in planning and provide key feedback to pupils to support future learning and progress.

Impact

High levels of pupil engagement and enjoyment in writing.
Children have a sense of pride in their writing and a desire to share and celebrate their work.
Children have developed confidence and resilience when writing independently and at greater length.
Children are able to write for a range of purposes, audiences and genres.
Children are increasingly able to draw upon the vocabulary, structures and techniques encountered through WCR in their own writing.
Children demonstrate increasing independence in editing, improving and evaluating their own work.
There is increasing consistency in the quality and progression of writing across the curriculum.
Children demonstrate improved handwriting, presentation and pride in their work.
Sonar tracking.

Monitoring

PPR.
Observations.
Book scrutiny.
Moderation across the school.
Pupil interviews.
Learning walks.
Working walls.
Classroom displays.

Parents as Partners

Celebration assemblies.
School website.
Parents’ evenings.
Parent workshops.
Newsletters.

Next Steps

Consolidate high-quality, consistent planning across the school.
Continue to develop and embed a clear, progressive sequence of writing skills across all year groups and Key Stages.
Further strengthen the links between Reading, WCR and Writing to ensure that children consistently use high-quality texts as models for their own writing.
Implement Letter-Join consistently to improve the quality, fluency and presentation of handwriting.
Continue to develop opportunities for children to engage with authors, libraries and authentic writing experiences to strengthen their understanding of writing for purpose and audience.

Achievements

A consistent approach to the teaching of writing is becoming embedded across the school, with clear progression in writing skills, knowledge and vocabulary.
Children are increasingly confident and independent writers, demonstrating greater stamina, resilience and ability to write for a range of purposes, audiences and genres.
The quality, presentation and progression of writing are improving, with children increasingly able to edit and improve their work and apply vocabulary, structures and techniques from high-quality texts.
Reading and Writing are increasingly well connected, with WCR providing rich models that children transfer into their own writing across English and the wider curriculum.

Subject Profiles

Art & Design

Computing

English

EYFS

Geography

History

Maths

Modern Foreign Language

Music

PE

Phonics

Pupil Voice

Religious Education

Science

SPaG

Wellbeing

Writing

Foundation stage and key stage 1

Key Stage 2