West Ashton English

West Ashton Reading vision.

The Intent:
  • To enable pupils to become readers for life, with the understanding that reading is the key to future success.
  • To provide pupils with the reading competencies to access and explore texts; a language rich environment to support reading and writing skills, and a culture which promotes a love of reading to engage and inspire pupils to want to succeed in those 2 areas.
  • The three areas link to produce readers for life who: Are encouraged to have an interest in and an enjoyment of language; are then able to access vocabulary in order to understand and appreciate texts; and who enjoy sharing considered opinions and can explain ideas in texts in an articulate way


Our Writing Intent:

To inspire learners and support the children ‘to be the best that they can be’ in writing, our intention is to enable children:


  • to show high levels of achievement and exhibit very positive attitudes towards writing
  • to coherently communicate their thoughts, ideas and experiences through the written word
  • to develop into proficient writers who spell accurately
  • to develop a legible, fluent and neat handwriting style, progressing to a cursive style
  • to use a range of punctuation accurately and for effect in their writing
  • to use correct grammatical terminology when composing and discussing their writing
  • to write effectively for a range of purposes and audiences in all areas of the curriculum
  • to be creative in their use of language as they are introduced to an ever-widening and rich vocabulary
  • to be able to work collaboratively on shared pieces of work as well as individually.


At West Ashton, we aim to give our children a writing curriculum which enables them to become confident, creative and independent writers who are well able to articulate their own ideas. We are passionate about giving the children the very best opportunities to develop their basic skills in reading, writing, speaking and listening.


The ability to write fluently and confidently, for a range of audiences and purposes, is essential for effective communication in our society.  We believe that our children should develop competence and skills in the two main strands of writing: 


Transcription:  accurate spelling and legible, neat handwriting; and


Composition: the way in which we coherently articulate and structure our ideas, both in speech as well as in writing. 

With our strong emphasis on reading and communication, we aim to broaden our children’s vocabulary to develop how they articulate in both spoken language and writing; by making writing clear, precise and interesting to the listener and reader.

Phonics at West Ashton

Children at West Ashton are taught phonics using Letters and Sounds. Letters and Sounds is a systematic approach for teaching children to read using phonics. It is used in many schools in England, but is not a mandatory part of the National Curriculum. It is split into six phases, from starting to learn about sounds at nursery to becoming fluent readers around age 7.

Effective phonics delivering EYFS, and Key Stage 1 is crucial in order to fulfil the National Curriculum aim:

“By the beginning of year 2, pupils should be able to read all common graphemes. They should be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to each pupil’s level of word reading knowledge. They should also be able to read many common words containing GPCs taught so far [for example, shout, hand, stop, or dream], without needing to blend the sounds out loud first. Pupils’ reading of common exception words [for example, you, could, many, or people], should be secure. Pupils will increase their fluency by being able to read these words easily and automatically”

A whole school approach:

  • Consistency of approach across the school is important -  this includes the metalanguage, teaching routines and understanding of how whichever programme the school has chosen, works
All teachers should be phonics trained, including teachers at KS2, in order to prompt pupils to remember their KS1 phonics learning when reading and spelling higher up the school

 (English programmes of study: key stages 1 and 2 National curriculum in England September 2013)