English Intent, Implementation and Impact


  • We recognise that Reading is a preeminent skill as it unlocks all other areas of the curriculum and is a key indicator for future success.
  • Speaking and listening proceeds reading and we emphasis the sharing of stories, audio books, video stories, rhymes and singing in EYFS and beyond.
  • Aim aim is to develop fluent readers. Fluency is defined as reading with Expression, Automatic Word Recognition, Rhythm and phrasing, and smoothness (EARS)
  • We want all children to develop into confident lifelong readers who start secondary school with at least the expected standard in reading fluency and comprehension.
  • We aim to build a rich and meaningful vocabulary through reading and exposure to a broad and varied in our CRAVE curriculum.
  • We read a range of texts across our CRAVE curriculum to broaden horizons, challenge perceptions, develop critical thinking and increase pleasure for reading.
  • To ensure children can decode confidently by the end of KS1 using a recognised synthetic phonics scheme (RWInc).
  • We aim to develop a reading culture in school, where reading for pleasure and valuing books is central to all learning.


  • Reading takes place every day and reading for pleasure is emphasised.
  • Classrooms have a collection of books which children and adults manage and develop. The school also has a library.
  • We have built and continue to review and enhance a reading spine, which is challenging, diverse and continuously updated with new and classic stories, poetry and nonfiction texts.
  • We are working towards Communication Friendly Status and ELKLAN accreditation.
  • Fluency is taught in RAT time and focuses on the need for expression, automatic word recognition, rhythm and phrasing, and smoothness.
  • Children have choice and are involved in decision making around books they read.
  • RWInc is taught with fidelity from Reception and until pupils are confident decoders. Intial sounds are taught in nursery and the correspondence between letters and sounds is introduced.
  • Progress in decoding is tracked carefully and pupils are targeted who are at risk of falling behind.
  • We focus on the bottom 20% of readers with additional reading opportunities, intervention groups and targeted 1:1 support.
  • Comprehension skills are taught alongside fluency in RAT time, using quality extracts of texts and VIPERS, which help identify the skills within comprehension and understanding.
  • VIPERS stands for skills needed in comprehension – Vocabulary, Inference, Predict, Explain, Retrieve and Summarise / Sequence • Children are heard on a 1:1 bases and these VIPERS skills are further discussed along with the development of fluency skills.
  • We track progress in comprehension to support and challenge pupils from Year 1 onwards.
  • New vocabulary is introduced in topics over the course of the school year and opportunities to use and embed language


  • Children in EYFS are confident communicators who can use wide ranging vocabulary to express their understanding and knowledge.
  • Children leave Key Stage 1 with at least expected outcomes in Reading Comprehension and secure decoding skills.
  • Children will transition to Key Stage 3 as confident readers who can access a new curriculum confidently and have a wide ranging vocabulary
  • Children read widely and express positive opinions about reading and read out loud with confidence and fluency.
  • Children will leave Bramley Vale having read a wide range of stories, poetry, topic related non-fiction books.
  • Children will confidently talk about books, citing loved authors, genres and memorable books as well as being able to critique books.

English Topic Overview

At Bramley Vale, we follow a two yearly plan  to ensure the curriculum is fully covered.  The outline plan for both Cycle 1 and Cycle 2 is listed below. Each half term, we try to have a school trip or experience linked to our topic for wider learning experiences. If you have any questions about this, please contact the school.

English Policy, Progression, Skills and Knowledge

Crave Reading Policy

Crave Writing Policy

BVPS Writing 3 I’s

BVPS Reading 3 I’s