Intent   

At Haslam Park Primary School, we believe every pupil is entitled to an ambitious, high-quality English curriculum, particularly those with SEND and those who are disadvantaged. Our curriculum is designed to build on pupils’ individual starting points, develop secure language and literacy skills and enable every child to fulfil their potential. 

Our English curriculum is carefully sequenced from Foundation Stage to Year 6, ensuring pupils build the knowledge and skills needed to succeed at the next stage of their education and beyond. Reading is at the heart of our curriculum, supporting learning across all subjects. Pupils experience a rich range of high-quality, diverse texts that celebrate Britain’s literary heritage and voices from around the world. These texts help pupils see themselves reflected in what they read while developing their understanding of different people, cultures and experiences. 

Pupils have regular opportunities to develop and apply their reading, writing, speaking and listening skills across the curriculum. Through high expectations, inclusive teaching and purposeful assessment, we aim for every pupil to leave Haslam Park as a confident communicator, fluent reader and capable writer, ready for their next steps in education and life. 

Implementation 

We have made several changes to the English curriculum over the last few years. The implementation of our English curriculum is detailed in the Reading and Writing tabs of this page.  

Changed have been informed through external training from out Literacy Hub, Visits to schools within the cluster, the subject lead completing the National Professional Qualification in Leading Literacy, research from the Education Endowment Fund and use of the DfE’s Reading and Writing Framework audits. All of the changes are evidence informed and had our SEND and disadvantaged.

Area for Improvement, Changes and Impact Table 

Impact 

As a result of the coherent and well-sequenced English curriculum at Haslam Park, pupils make strong progress in reading, writing, spelling and phonics and are well prepared for the next stage of their education. 

In writing, pupils apply taught genre features independently (Outcome 2), demonstrating increasing accuracy, stamina and control. Teacher assessment against knowledge organisers, alongside termly moderation using the Sheffield STAT writing criteria, shows that the majority of pupils achieve age-related expectations, with gaps closing over time. 

In reading, standardised Testbase assessments and question-level analysis show that pupils retain key comprehension skills and improve fluency and accuracy as they move through school. Pupils identified as at risk of falling behind receive timely additional support, resulting in improved fluency and confidence when reading aloud and responding to texts. 

In spelling, regular low-stakes assessment and termly spelling assessments show that pupils increasingly apply spelling patterns, rules and conventions accurately in their independent writing. 

In phonics, regular assessment through Phonics Tracker ensures pupils secure early reading skills. The majority of pupils pass the phonics screening check by the end of Year 1, with those who do not receiving targeted intervention and successfully retaking the check in Year 2. 

Assessment information is used effectively by teachers and leaders to monitor progress, identify gaps and adapt teaching, ensuring that all pupils, including those who are disadvantaged or have SEND, make strong progress.