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North Cadbury Church of England Primary School

‘To be the best we can be’

Home Page

North Cadbury Church of England Primary School

‘To be the best we can be’





Purpose of study


English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.




The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

English National Curriculum (Primary)



What does writing look like at North Cadbury Primary School?


We follow the Purpose-Based Curriculum for Writing to allow teachers the freedom to choose texts - being mindful that we offer a variety of authors that include stories from other cultures, times and in various styles and always linking these texts to the written outcomes each week. The Purpose-Based Writing Curriculum divides writing into the following four purposes: writing to entertain; writing to inform; writing to persuade and writing to discuss. As a very rough rule, we expect around half of curriculum time to be taken up by “writing to entertain”, with the remaining non-fiction elements sharing the remaining time. Notably, in Key Stage 1, the non-fiction focus is only on "writing to inform" and, in Key Stage 2, "writing to discuss" is not covered in earnest until the upper year groups. 


The four main writing purposes, and some of the ‘text types’ that could fall under each.


Each week, children are given opportunities to rehearse key skills related to the purpose and type of writing they are working towards producing - whether this is a grammatical or stylistic skill. We embed our grammar learning into the English work undertaken to ensure grammar objectives are covered with purpose and do not remain a discrete unit. In weekly "extended writes", it is expected that the related grammar is utilised and often forms a part of the "Success Criteria" for that particular piece of work. During the typical week, children will also look at successful models and break down the key components of the writing through probing comprehension questions. All of this allows children to be as successful as possible in their weekly "extended writes" which give the children an opportunity to demonstrate their learning as well as allowing teachers to provide individual feedback to aid progress and inform future planning. 


What does reading look like at North Cadbury Primary School?


How is reading promoted to new pupils within EYFS (Reception) and beyond ?


Reading is promoted very early on in Reception as we begin teaching phonics as soon as children start full time using Floppy's Phonics as our Systematic Synthetic Phonics program (SSP). Our reading books are grouped in phonics bands which allows children to choose the book they would like to take home whilst ensuring it is appropriate to their reading ability. We have daily stories and children read to an adult regularly throughout the week.

Children progress from Reception and move through the reading bands as they learn and master each new grapheme; this ensures that children are always able to decode their reading book and are therefore engaged and able to make progress. Our earliest readers have a very structured introduction into the use of Book Bands as their books directly correlate to our scheme.



Books in the library and within the classroom are regularly updated to ensure that we cater for all children and that there is a breadth of text types to expose children to a broad and varied range of texts. If you would like to see our Top 100 Suggested Reads please click the following link: LINK.

Does our school use a whole-class or a group guided reading system?


We use both. Lessons which teach or rehearse comprehension skills are taught as a class using different question types. Texts are read and discussed as a class, with key vocabulary highlighted along with signposting of key features and ideas; always, reading work is linked to the writing undertaken. The questioning approach is scaffolded, ensuring children are exposed to all question types regardless of pace through class discussion and trailing starters in subsequent lessons. Class novels are utilised with a whole-class approach and the class read is shared with children daily. Group guided reading happens as an intervention or when it is felt that reading is best taught in discrete groups and is always mindful of the whole-class aim. 


How often do children have the opportunity to read aloud to an adult?


In KS2 and KS1, children read to an adult at least once per week with some children chosen to read more frequently where needed; these are our "Daily Readers". 


How do we plan to ensure good progress?


Planning is progressive with the achievement or surpassing of the objectives in the National Curriculum at the forefront of all overviews and with weekly planning being informed by class progress to ensure pace is commensurate with need. Weekly teaching structures will generally contain a balance of new work and revision of previous coverage to ensure sustained progress forwards as well as parity between discrete grammar lessons, linked grammar lessons where topics are applied to the text-type being studied, comprehension activities which relate to the text-type being studied and an opportunity to write and edit work (using the learning that has taken place across the week).


How do we know there is curriculum progression throughout the school?

Effective planning involves carefully and deliberately sequencing the curriculum content to give children the best possible outcomes and yield the highest levels of progress. Our English plans build on previous learning and achievements to promote future successes; they are based upon a mixture of the National Curriculum objectives related to the year group and key stage and important End of Key Stage descriptors and exemplars. Using both of these documents, we ensure that our English curriculum is both progressive across a single year and within the larger context of a child’s primary education. Through rigorous moderation between year groups within the school and between partner schools, both within our Trust and locality, we ensure progression curriculum progression is apparent. 


Below, you can see examples of writing used as models for teachers to assess work against which have been created by the DfE alongside the Expanded Skills document which is also used to aid in writing assessment:

How do we monitor English?


Formal assessments are carried out every half-term and the results are discussed in Pupil Progress Meetings as well as being submitted to the English Lead. Children who are not meeting their potential are identified, interventions are then put in place and their impact assessed regularly to ensure suitability. Monitoring is carried out through book monitoring (school and academy wide), Pupil Progress Meetings, lesson observations and staff meetings.


How do we ensure that no child is left behind?


Weaknesses identified in lesson or after a formal assessment are either addressed in whole class teaching, group interventions or individual interventions, depending on need. Interventions are tailored to the weakness(es) of the child or children in question and work set is always meaningful with regards to progress towards age-related expectations and often stems from classwork. 


How do you use the community, trips and visitors in your subject?


Trips and visitors are an amazing opportunity to inspire quality writing. Below are a list of trips and visitors each class experience as well as the writing or reading outcome to which it links:






Experienced a performance of Snow White at the Octagon in Yeovil.


Colin Bell (visiting artist) helped us sculpt and glaze our own monsters from clay.


Glastonbury Tor visit.



Father Christmas helicopter visit.


World Book Day puppet show.




Pumpkin carving for Halloween.


Christmas Fayre.



Christmas Writing Competition (Trust).



Lockdown Technology Competition.

Reading comprehension created from the Octagon Publication to prepare children for the experience.


Two weeks of writing to create our own bestiary (amongst many other things).


Writing a persuasive letter to parents to allow them to go on the trip by detailing educational opportunities.


Writing a balanced argument for why they should/should not receive coal.


Creating their own scripts and performed their own puppet shows to teach the younger years an important lesson eg. road safety.


Writing a letter of thanks to the PTA for supplying the pumpkins.


Creating their own persuasive posters to advertise their own stall.


Writing a Christmas story from a video stimulus (we won the Y5 category).


Coding a text adventure story to demonstrate how technology aided the children during the lockdown.


Colin Bell (visiting artist) helped us sculpt and glaze our own monsters from clay.


Trip to Carrymoor recycling centre


Visit to NC Church


Christmas Writing Competition


DT- Ancient Egyptian Offerings

Instructional Writing –week of instructional writing.




Diary writing- entry about their day.



Recounting a visit.


Extended writing

‘Coming Home’.


Instructional Writing. Interest sparked by this caused a week on

‘Big Cats’ non-chronological text research and writing.


Experienced a performance of Snow White at the Octagon in Yeovil. 


Mog the class mascot introduced and moved into class. 


Christmas Writing Competition (Trust). 


Wriggly Nativity FS2/KS1 Performance. 




World Book Day 



 Colin Bell (visiting artist) helped us sculpt and glaze our self-portrait from clay. 




Cricket Coach 



 Farm Trip 



 Science week 

Writing response to the trip. Sequencing of events and review of performance. 


Letter writing to Mog, Innovation story building, character description. 



Robin story- Children wrote their own stories. 


Rehearsal of script, public speaking, performing to an audience. Designed posters and programmes. 


 Dressed as characters and gave reviews of books. Verbal ‘hot-seating’ of characters. Drama opportunity. 


Adjective work on our own appearance.  




Cricket coach taught us the very basic cricket skills and developed our enjoyment for the sport. 


Written recount of the trip and a thank you letter to the farm. 


Experimental process and write ups. Discussions and written reports. 


Chinese New Year Party 




 Monthly visits to NC Church 







 Trip to the farm 



 Skipping Workshops 



Fun Fridays 











Christmas Writing Workshop 

Parents invited – we learned about the Chinese traditions and celebrations with our parents. 


Visit every month and enjoy a slice of cake before singing to the Church community. 


Cricket coach taught us the very basic cricket skills and developed our enjoyment for the sport. 


Learned about lambing, life on the farm and the food produced. 


We enjoyed learning the baby steps to begin skipping safely. 


 We merge with Sprites every Friday afternoon and follow a theme such as: science, valentines, pirates, Gruffalo etc. And entail a wide range of activities.  


We learned the route to the church and about road safety. We learned songs, dances and new routines.  


Parents came into school and were taught how to support the children at home with their phonics. They then created a letter to Father Christmas. Parents felt more confident to support their children at home. 


What will you see in an English lesson?


In an English lessons at North Cadbury School, you will see the sequence of lessons and activities are well planned, and that teachers use a range of resources, especially ICT resources, to ensure progressive learning and acquisition of skills in English. In KS1 and Reception, English is taught with overlap into many other curriculum areas to complement learning. Similarly, KS2 adopt this approach when it leads to better outcomes. In both, you will see lessons full of engaged and motivated pupils alongside teachers that have high expectations of pupils’ learning.


What will you see in books?


In the books, you will see the successful outcomes of the planning with weekly extended writes that demonstrate the learning taking place during the week. You will also see the impact of feedback, both verbal and written, from teachers over the course of the week or across a unit of work. Hopefully, you will be impressed by the care and attention the children pay to their final pieces of work as well as the progress which can be demonstrated over the course of the academic year. The work within the children's books will be neatly presented with appropriate dates and titles and the learning intention will be clear from the outcome.

How do we tailor the learning to all students?


Differentiation is planning to ensure that all students in the class can understand and make progress in their learning.  At North Cadbury Primary School we ensure: all students have the opportunity to explore the key concepts and achieve success, we use frequent formative assessment is used in order to monitor students’ progress, teachers are flexible about how they group students by giving them the opportunity to work alone, with different people or as a whole class and students are actively engaged in activities that will enable them to achieve success. We believe that differentiation is related to differential learning gains rather than focusing on attainment levels. Students who are making progress, regardless of their starting point, will need different opportunities from those who are not.


Which hashtags do we use to signpost work on Tapestry?








Please note that you must have a Tapestry account to see the work which teachers have shared on Tapestry and involves your child.


Action Plan