It is our intention when teaching the English curriculum that our pupils acquire the necessary knowledge, skills and understanding to become lifelong learners and linguists as well as to immerse pupils in the wonders of quality texts. We strive to ensure that all our pupils receive engaging learning experiences when reading, writing, speaking and listening which will equip them with the fundamental tools to achieve.

At the heart of the English curriculum is the desire to instil a love of reading and writing in children and to encourage them to want to improve and refine their skills. We aim for them to leave our school with the language skills which will enable our children to communicate creatively and imaginatively, preparing them for their future journey through education and beyond.


Each area of English is planned sequentially so that pupils acquire and retain the necessary knowledge, skills and understanding to become lifelong learners and linguists. 

Writing is taught through a purpose driven model and planned using a high-quality stimulus which is based on a thematic approach. Each half term focuses on one writing purpose and skills are carefully selected to embed within the purpose unit.  


  • Pupils will enjoy writing across a range of text-types
  • Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded
  • Pupils will have a wide vocabulary that they use within their writing
  • Pupils will have a good knowledge of how to adapt their writing based on the purpose, audience and context.
  • Pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught
  • Parents and carers will have a good understanding of how they can support spelling, grammar and composition and home, and contribute regularly to homework
  • The % of pupils working at ARE within each year group will be at least in line with national averages.
  • The % of pupils working at Greater Depth within each year group will be at least in line with national averages
  • There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged)

WEPS Writing Non-Negotiables Document

WEPS Writing Programme of Study

WEPS Writing Progression Map


Your browser is out-of-date!

Update your browser to view this website correctly. Update my browser now