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Welcome to Northfield Manor Primary Academy. We are part of Victoria Academies Trust. If you would like to know more about the Trust, please click on the link at the bottom of this page.




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 





Speaking and Listening


  • 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. 



  • 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 



  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences 
  • appreciate our rich and varied literary heritage 


English in our school

Here is the years overview 


Talk for Writing - 2014


Last year, we to began to use Pie Corbett’s Talk for Writing to deliver our Literacy curriculum. This approach has been really highly praised and extremely successful nationwide. It incorporates essential speaking and listening with the skills needed to be a good writer.
The structure of Talk for Writing is as follows:
Week 1 – Children are ‘hooked’ and ‘immersed’ into their new unit and genre. They create and learn a story-map of the text and build key skills needed for the genre.
Week 2 – Children imitate and begin to change the model text to add their own ideas.
Week 3 – Children invent their own text and produce a final piece. They will then edit and up-level their final piece before copying it into their ‘publishing books’ using special pens!
As we are planning to follow this structure, the children’s weekly Big Writes will now be taking place every three weeks.

All children will be studying a Roald Dahl text in Autumn 1 and will be celebrating Roald Dahl Dress Up day on Thursday 25th September. 



We teach reading by:

Phonics – decoding

Modelling – expression, fluency, responding to text aloud



Exploring a range of quality texts


Reading skills are taught within five sessions on a weekly basis:

Using the ERIC approach: ‘Explain, Retrieve, Interpret, Choice’. Teachers use a visual stimulus (e.g. a picture/video clip/object or text) to prompt discussion, explore features of the text, gather their opinions and develop analytical skills.

Hearing individual readers

Sharing a class book


In addition:

Comprehension skills are taught on a weekly basis in a teacher-led session.

Comprehension homework tasks are set fortnightly (KS2 only)

Children take home independent reading books and change these regularly.

Children are encouraged to read on a daily basis. A Reading Record, or Diary, is provided in which pupils, parents and teachers can make comments.

Children are regularly given the opportunity to borrow a Library book which is appropriate to their ability.

There are a wide range of books available in school which exemplify all genres and children have access to a wide range of books through Bug Club, Oxford Owl and ESongbirds.

Skills are practiced daily as teachers give children opportunities to read across the curriculum.




Phonics - EYFS and KS1

At Northfield Manor we use the Letters and Sounds programme in Foundation and Key Stage One.


Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.



Phonic Knowledge and Skills

Phase One(Nursery/Reception)

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two(Reception) up to 6 weeks

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
Phase Three(Reception) up to 12 weeks The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four(Reception) 4 to 6 weeks

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.
Phase Five(Throughout Year 1) Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Phase Six(Throughout Year 2 and beyond) Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.


Phase 1 of Letters and Sounds concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.


Phase 2, letters and their sounds are introduced one at a time. A set of letters is taught each week, in the following sequence:

Set 1: s, a, t, p
Set 2: i, n, m, d
Set 3: g, o, c, k
Set 4: ck, e, u, r
Set 5: h, b, f, ff, l, ll, ss

As soon as each set of letters is introduced, children will be encouraged to use their knowledge of the letter sounds to blend and sound out words. For example, they will learn to blend the sounds s-a-t to make the word sat. They will also start learning to segment words. For example, they might be asked to find the letter sounds that make the word tapfrom a small selection of magnetic letters.


By the time they reach Phase 3, children will already be able to blend and segment words containing the 19 letters taught in Phase 2.

Over the twelve weeks which Phase 3 is expected to last, twenty-five new graphemes are introduced (one at a time).

Set 6: j, v, w, x

Set 7: y, z, zz, qu

Consonant digraphs: ch, sh, th, ng

Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

During Phase 3, children will also learn the letter names using an alphabet song, although they will continue to use the sounds when decoding words.

Tricky words

During Phase 3, the following tricky words (which can't yet be decoded) are introduced:

  • he
  • she
  • we
  • me
  • be
  • was
  • you
  • they
  • all
  • are
  • my
  • her


Phase 4 When children start Phase Four of the Letters and Sounds phonics programme, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them.

Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.

In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.

Tricky words

During Phase 4, the following tricky words (which can't yet be decoded) are introduced:

  • said
  • have
  • like
  • so
  • do
  • some
  • come
  • were
  • there
  • little
  • one
  • when
  • out
  • what

Children entering Phase Five will already be able to read and spell words with adjacent consonants, such as trap, string and flask. They will also be able to read and spell some polysyllabic words.

In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make.

Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break.

With practice, speed at recognising and blending graphemes will improve. Word and spelling knowledge will be worked on extensively.

Tricky words

During Phase 5, the following tricky words (which can't yet be decoded) are introduced:

  • oh
  • their
  • people
  • Mr
  • Mrs
  • looked
  • called
  • asked
  • could


At the start of Phase Six of Letters and Sounds, children will have already learnt the most frequently occurring grapheme–phoneme correspondences (GPCs) in the English language. They will be able to read many familiar words automatically. When they come across unfamiliar words they will in many cases be able to decode them quickly and quietly using their well-developed sounding and blending skills. With more complex unfamiliar words they will often be able to decode them by sounding them out.

At this stage children should be able to spell words phonemically although not always correctly.

In Phase Six the main aim is for children to become more fluent readers and more accurate spellers.



Spelling, punctuation and Grammar.


Grammar is about making meaning.
  • It is part of the curriculum from FS to KS2 and beyond.
  • Words are the ‘building blocks’
  • The same word can perform different functions, depending on the sentence in which it is found…

Eg : use the word ‘table’ in as many different ways as you can


Key principles fostered...

CONTEXT is vital for both grammar and punctuation.

  1. For children to pass the test, learning and understanding needs to be secure.
  2. If children understand the context and purpose of grammar and punctuation, they will be more likely to use it well
  3. Grammar is taught as part of the reading and writing curriculum.
  4. Understanding grammatical terminology is a means to and end: it facilitates informed discussion and effective writing


When it is taught....


  • Children develop understanding and use of spoken language
  • Children are introduced to quality texts being read aloud
  • They are encouraged to speak in full sentences!


  • The correct terminology is introduced when appropriate.
  • Children’s experience of a wide range of quality texts is extended,
  •       fostering an interest in words and word choices
  • Word play and investigation of effects
  • Writing simple sentences, basic grammar established.

KS2 role…

  • Extend the range of appropriate terminology, to include all 8 key word types
  • Discuss authors choice of words for effect, purpose and meaning
  • Extend Word play - within phrases, clauses and sentences – within texts
  • Write more complex sentences, show an awareness on the reader of using particular word choices.


When this is taught?


All day long!

In conversation

Talk during play

Adult role models

Story Time

Vocab displays-

linked to areas/topics




Shared texts

Reading aloud

Guided reading


Literacy- ‘mental starter’ word and sentence work

‘Word of the day’

Literacy applied across the topics




Shared texts

Reading aloud


Guided Reading


Use of S Criteria

Extra ‘SPAG’ session

Words/phrases of the week

Praising good word choices

English applied across the topics