English
Early Reading
At St. George’s we are determined that every pupil will learn to read. As such, we recognise the importance of secure phonic knowledge and understanding and its direct impact on standards in writing, reading and spelling. We start teaching Phonics in Reception and use Little Wandle Letters and Sounds Revised for the systematic teaching of synthetic phonics, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
As a result, all our children are able to tackle any unfamiliar words as they read. At St. George’s, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
We use the Big Cat Phonics for Little Wandle Letters and Sounds Revised texts to match children’s phonic knowledge to a reading practice book. These books are fully decodable and do not have challenge words. These texts are matched to your child’s current phonic knowledge. They only include words and tricky words that your child has been taught and the child is familiar with.
This approach ensures that children are successful when they apply existing phonic knowledge to a text. They do not have to resort to guessing or using other inefficient clues. At St. George’s we aim for 90% fluency in reading sessions and by the time children take home their reading book fluency is 95%.
Reading
Children in Key Stage 2 are taught the skills of reading through daily whole-class reading lessons. These sessions are designed to help pupils become fluent, thoughtful readers who can understand, interpret, and respond to a wide range of texts. High-quality books such as Ghost Boys, The Miraculous Journey of Edward Tulane, and The Boy at the Back of the Class are used to expose children to rich vocabulary and meaningful themes.
We follow the Ready Steady Comprehension programme, which provides a consistent four-step teaching sequence: Read, Model, Practise, and Apply. Each lesson begins by activating prior knowledge and exploring vocabulary, followed by teacher modelling of reading strategies. Children then practise these strategies through discussion and text marking, before applying their understanding through verbal and written responses.
Our whole-school approach to reading includes explicit teaching of comprehension strategies such as prediction, inference, summarising, clarifying, questioning, and connecting ideas across texts. These strategies are taught through clearly defined steps and reinforced across the curriculum. Techniques such as Think Aloud, Text Marking, Find Read Talk, and Stop and Jot help children reflect on their reading and deepen their understanding.
This structured approach ensures that children develop the skills needed to read with accuracy, fluency, and comprehension, preparing them to access increasingly complex texts with confidence.
Reading for Pleasure
At St George’s, we believe that reading is the gateway to imagination, curiosity, and lifelong learning. Reading for pleasure is woven into the daily life of our school, helping children to develop a genuine love of books while deepening their understanding of the world around them.
We create a reading-rich environment where children are surrounded by high-quality texts and given time to enjoy them. Daily story time, access to well-stocked class libraries, and regular opportunities to share and recommend books all help to foster a culture of reading. Children are encouraged to explore a wide range of genres and authors, broadening their tastes and building their confidence as independent readers.
Our approach also includes reading ambassadors, book corners, author visits, and themed reading events that celebrate the joy of reading. These experiences expose children to an ever-expanding vocabulary and support their development across the curriculum.
By nurturing a love of reading, we help children become thoughtful, curious learners who read not just for information, but for enjoyment, empathy, and inspiration.
Writing
Talk for Writing is the approach we use to teach writing across the school. It is based on how children learn best and helps them internalise language patterns through imitation, exploration, and independent application. Children engage with rich texts and play with the language they will use in their own writing, building a deep understanding of structure, vocabulary, and style.
Through this process, pupils develop their skills in transcription and composition. They learn to plan, revise, and improve their writing with increasing confidence and independence. Talk for Writing encourages children to write with the reader in mind, helping them to form, articulate, and communicate their ideas clearly and effectively.
By immersing children in high-quality language experiences and providing strong models of writing, Talk for Writing supports every child in becoming a thoughtful, expressive, and capable writer.
Spelling
To support children in becoming confident and accurate spellers, St George’s has adopted Spelling Shed as part of our whole-school approach to spelling. This engaging and research-based programme helps children build strong foundations in spelling, vocabulary, and reading fluency.
Spelling Shed gradually introduces children to morphology and etymology, helping them understand how words are constructed and where they come from. Lessons follow a consistent structure, starting with revision, introducing new content, and offering a variety of activities to reinforce learning.
Spelling Shed helps children connect sounds to letters, understand word patterns, and apply their knowledge when reading and writing. It supports literacy across the curriculum and helps children become confident communicators.
Handwriting
At St George’s, we use the Kinetic Letters® handwriting programme to help children develop clear, confident, and automatic handwriting. This approach supports both physical development and letter formation, making writing a skill that empowers learning.
The programme focuses on four key areas: making bodies stronger, holding the pencil correctly, learning the letters, and developing flow and fluency. Children begin with whole-body movements and progress through sand trays, whiteboards, and finally paper. Engaging characters like Bounce (brave) and Skip (scared) help guide letter formation in a fun and memorable way.