‘The most important gift a school can give a child is the power to read.’
(Ofsted, Reading by six. How the best schools do it, 2009).

Primary National Curriculum 2014

‘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 who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.’ (DFE, 2014).

‘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.’ (DFE, 2014).

English Curriculum Statement

At Lindfield Primary Academy, we are passionate about reading and believe that confidence in reading ‘is one of the main resources we have for showing children what words can do.’ (Barrs and Cork, 2001). Our priority is to promote a life-long love of reading which will in turn support children on their journey to becoming confident writers and ‘allow them access to the full curriculum on offer.’ (Ofsted 2019)

Quality texts lie at the heart of our curriculum. We believe that ‘It is through being immersed in quality literature that children begin to realise the power of words and imagination in making stories come alive.’ (Meek, 1998). The wide variety of texts we use across each year group not only underpin children’s learning in reading, writing, speaking and listening, but enhance and underpin learning across the wider curriculum.

Our Curriculum Intent For English

With these aspirations, our INTENT for the English curriculum is:

  • To ensure that all children make sufficient progress to meet or exceed age-related expectations.
  • To enrich children’s reading experiences through immersing them in quality literature
  • To ensure children are able to read easily, fluently and with good understanding
  • To provide consistent and progressive phonics teaching in the early teaching of reading
  • To promote reading for both pleasure and information
  • To enrich children’s vocabulary
  • To develop understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • To ensure children are able to write clearly, accurately and coherently, adapting their language and for a range of contexts, purposes and audiences as modelled in their
  • To ensure the continual development of pupils’ confidence and competence in spoken language and listening skills
  • To develop an appreciation of our rich and varied literary heritage through the celebration of quality texts across a range of genres, including a balance of old and new classic texts, poetry, non-fiction across the curriculum, stories, rhymes and new and popular authors
  • To set ambitious expectations for reading at home

See the Exciting Writing Opportunities taking place across the Academy.

Early Years

Year 2

Year 3

Year 4

In Year 4 we have been learning about the Stone Age.

As part of our learning, we wrote a character description of a creature from the Stone Age. We each brought in an interesting stone or rock from home and used atmospheric music to help us imagine the creature coming to life through the stone. We then created a detailed model of our creatures using plasticine so that we really focused on the creatures appearance. It was a great way of getting started on a piece of writing and we are all very proud of our work.

Year 5

As part of our 'Aiming High' topic, Year 5 studied the endangered Snow Leopard and learned all about this beautiful creature. After reading the text, 'Can We Save the Tiger', Year 5 were eager to write letters to various higher powers to persuade them to help us save an endangered animal of our choice.

Ava chose the snow leopard and wrote a fantastic persuasive letter reflecting her passion and determination to save this animal. She worked incredibly hard to plan, draft, edit and publish her letter and included various persuasive features such as: repetition, emotive language and effective rhetorical questions.

Year 6

Thank you for attending the Early Years Reading meeting. We hope you found it useful. If you couldn't make it the presentation and handouts are available below:

Reading meeting EYFS

Reading ELG

Independent reads

Questions to ask when reading

Useful prompts to use when reading with your child at home

Book Bands

Have you seen the brand new books your children are bringing home in their book bags?

Our wonderful and supportive PTA have funded a new book band scheme for the whole school! The wide range of exciting and engaging books are colour coded relevant to their level- beginning at lilac and ending at black (see image below). This will make it easier for you to understand and track your child’s reading progress. Please do note that the colours are matched to suggested year groups and this may differ depending on your child's requirements.

We want the children to enjoy these books, but please ensure they are well looked after and returned for a swap once they’ve been read.

Reading/Phonics Policy


These writing checklists give you an indication of the areas your child is working on at school.

You may wish to use these overviews as a guide to support your child at home.

Year R Writing

Year 1 Writing

Year 2 Writing

Year 3 Writing

Year 4 Writing

Year 5 Writing

Year 6 Writing


From year 1 the children will be taught to form cursive letters with a lead in and a lead out. This supports the progression to joined handwriting.

Lindfield Primary Academy Handwriting Policy 2016

Grammar, Punctuation and Spelling

The current curriculum highlights the importance of children's grammar, punctuation and spelling knowledge. The attached booklets will be helpful to support their learning.

GPS booklet part one

GPS booklet part two

Read Write Inc

At Lindfield Primary Academy we follow the Systematic Synthetic Phonics Programme (SSP) Read Write Inc.

Read Write Inc. developed by Ruth Miskin, is a whole-school literacy programme for 4-11-year-olds. It is designed to create fluent readers, confident speakers and willing writers.

To find out more visit ruthmiskin.com or watch the short video below.

Progress Expectation

Teaching the sounds

Read, Write Inc. takes place Monday-Friday, 10.45-11.15am for all children in Early Years and Key Stage One and Monday-Wednesday for Key Stage Two.

Read Write Inc. pure sounds

Simple speed sounds chart

Complex speeds sounds chart

Handwriting phrases

Here you will find letters outlining the learning taking place in each Read Write Inc. group.









Off book

For some fun phonics games to play at home visit




Phonics Screening Check


  1. The phonics screening check is a statutory assessment that was introduced in 2012 for all children in Year 1.
  2. It will take place in early June.
  3. It comprises of a list of 40 words (20 real and 20 nonsense).
  4. Expectation from the Government is that pupils should achieve at least 32 out of 40 to reach the expected level. The pass mark varies year on year.
  5. The check will take up to fifteen minutes per pupil and will be conducted by the class teacher.
  6. Children who do not achieve the expected level at the end of Year 1 will retake the screening in Year 2.

You can generate your own sample word lists for practise at home here

Show and Tell in Years one, two and three.

Look at our new show and tell bags!

show and tell rota


As a school, we follow the The ‘Babcock No Nonsense Spelling’ programme in order to fully meet the requirements of the National Curriculum and ensure spelling is progressive and consistent across the school. The programme is targeted at years 2-6 and is designed to build firmly on the foundations of high quality phonics teaching and support a shift to the wider understanding of spelling conventions, patterns and rules whilst providing the opportunity to promote the learning of spellings, including statutory words, common exceptions and personal spellings.

Click here for some fun spelling games.

Babcock Spelling Scheme

Lindfield Primary Academy Spelling Policy 2016

Appendix 1 National Curriculum Spelling Overview

English Apendix 1: Spelling

Apendix 3: Early Years

Apendix 4: Year 3

Apendix 4: Year 4

Apendix 4: Year 5

Apendix 4: Year 6

Key Stage One

Below is a list of common exception words taken from the National Curriculum that children are required to read and spell by the end of key stage one.

Helping Your child with spelling

Year 1 common exception words - A

Year 1 common exception words - B

Year 2 common exception words - A

Year 1 common exception words - B

Key Stage Two

Within the new curriculum are a list of key words that children are expected to be able to spell by the end of Year 4 and Year 6. These words will be the words that your child will be focusing on at home. We have divided the list into smaller groups of words, to be learnt on a half-termly basis. We will assess your child at the beginning of the half term and then at the end. We expect your child to regularly practise these words at home. Back in school, your child will be learning strategies to help spell these words and he/she will also be learning other spelling rules and patterns given in the curriculum.

Marking Card

This marking card shows the marking symbols you will see on your child's work and a key to their meanings.

Developmental marking card

Quality Texts

We believe giving children experience of quality books will not only enhance their literary skills but also inspire them to engage with books, develop a love of reading and create motivation to write.

Below is a wonderful and highly recommended list of ‘100 books to read before…’ series created by Ashley Booth, a Year 6 Teacher in Liverpool.

You will find books suitable for all primary ages in the attachments below.

100 Books To Read In Key Stage 1

100 Books To Read In Year 3 and 4

100 Books To Read In Year 5 and 6

World Book Day

We’re pleased to tell you about some of the exciting activities that took place in celebration of World Book Day 2019 It was a fantastic week!

Our local Usborne representative Amanda Saunders launched our sponsored read.

The Usborne book fair took place after school and raised huge amounts of money for the school. We are very grateful and look forward to buying lots of new books!

Award winning illustrator William Grill was unfortunately poorly but will be returning to inspire pupils to appreciate the huge breadth of storytelling possibilities images provide.

To celebrate World Book Day, children and staff came to school dressed as their favourite book characters. The day incorporated many themed activities and saw the launch of our illustration competition inspired by the PTA.

Story Time Afternoon

An enthusiastic team of storytellers from our wonderful PTA visited each class to share picture books with the children.

There were many other fun, book based activities including DEAR- Drop everything and read which was lots of fun.

Many thanks to the PTA for their financial support and wonderful ideas.

Video Book Reviews

View our winning video book reviews! Congratulations to: Key Stage Two winner Tess and joint runners up Tom and Edward. Key Stage One winner Oliver and runner up Will.

Termly Text Overview

Termly Text Overview

Assessment Framework 2017


Writing Key Stage 1

Writing Key Stage 2

Writing Purposes and Experiences

We map the writing purposes that we cover each term across the school. This ensures we have a good coverage of skills and that the children are given a wide range of exciting and engaging writing experiences and opportunities.

Writing Purposes Year 1

Writing Purposes Year 2

Writing Purposes Year 3

Writing Purposes Year 4

Writing Purposes Year 5

Writing Purposes Year 6

Below are examples of the exciting writing opportunities taking place across the school this term.

Early Years

Early Years read the book 'Naughty Bus' as part of their Vroom Vroom topic about vehicles. In the book the bus causes chaos at it drives across the dinner table and even falls in the garden pond! The children then created their own messy scenes to drive their buses through and wrote a sentence about it.

Year 2

Year 2 have had an exciting time this term. They discovered a dragon egg in the classroom and a few days later came in to find the dragon had hatched and was no where to be seen! In response to the missing dragon, the children designed a dragon trap and have written instructions to share with the school in the hope we can find it!

Year 3

Year 3 have been learning all about Mount Vesuvius and the devastation it caused to the city of Pompeii. The children collected a variety of adjectives, powerful verbs and a range of sentence starters to write a wonderful description all about the eruption of this famous volcano!

Year 4

In Year 4, we had a fantastic time reading Shakespeare's tale of Macbeth. The characters were intriguing, the setting was mysterious and the suspense had us on the edge of our seats!

As part of our learning, we wrote a newspaper article surrounding the unexplained death of the much loved King Duncan. To do this effectively, we focused on an introduction which hooked the reader in, paragraphs explaining the events in chronological order and incorporated quotes from the main characters. It was a lot of fun and we are really proud of our final work.

Year 5

Year 5 watched the banned advert for Iceland that used the story of Rang-Tan to reveal the shocking truth about palm oil and its devastating impact on the environment, particularly Orangutan's habitats. The children were outraged that this message was unable to reach audiences across the UK, so were inspired to create their own informative and persuasive pieces to spread the message.

Ava worked incredibly hard to independently plan, draft and publish her contrasting description of the beauty and tranquility of the rain forest before palm oil farming, and the devastating destruction after. She has used emotive language and repetition to great effect, and her illustrations enhance the contrast in her writing beautifully.

Year 6

During the Autumn term, Year 6 studied the Battle of Britain and learnt about the history of World War II. The brave men and women who defended our country at that time inspired excellent writing opportunities.

We looked at the animation, 'The Piano' by Aidan Gibbons, as part of a visual literacy unit. It tells the tale of a man who relays his past to his grandson through a haunting melody. The animation allowed the Year 6 pupils to look at the war from a different perspective and think about the impact that the war had on people during the 1940's but also how it affected lives long after the war was over. Scarlett wrote a poignant retelling of the animation using beautiful descriptions that shows the reader - in a similar way that the animation did - some of the complex emotions that the man experienced. A beautiful piece of writing!

As part of our unit on the Battle of Britain we looked at Remembrance poems and we discussed the importance of remembering not only those who fought for our country in the past but also the men and women who put their lives on the line today. Ethan was inspired to write his poem of remembrance after reading and discussing 'In Flanders Fields' by John McCrae and 'For the Fallen' by Laurence Binyon. Ethan captured different aspects of both World War I and II and used repetition really well to give this moving poem a lovely rhythm and fluency.

Amazing Year 6 poetry writing in action

West Sussex It starts with a picture

Don’t miss out!

Entry to this writing competition is voluntary but we would like to encourage children to participate because this is a wonderful opportunity to show off the writing talent we have at our academy.

Your child can get an information sheet from their class teacher, if they haven’t already. Please see below the pictures that each year group will write about. Coloured versions of the images are available in classes and we encourage children to look at them carefully and then let their imaginations run wild!

Children can choose any text type or writing purpose they want, from poems to stories to non-fiction reports. They can even combine a few text types; the options are endless! Handwritten and well-published entries are encouraged and can vary in size from A5 to A3.

All entries MUST be handed in to class teachers on the 11th of February 2019!

We look forward to seeing lots of exciting writing!

Kind regards,

Mrs Hall and Miss Duncalfe

PTA Book Week Illustration Competition 2019

PTA Illustration Competition

SALT Poetry Competition

Our year 5 poets came a close second in the locality poetry competition on Tuesday 20th March. Martha, Millie, Scarlett, Isla and Leo performed 'Gran Can You Rap' by Jack Ousby. They were judged on their intonation, fluency, sychronisation, actions, enthusiasm and volume and scored highly in all six areas. Very well done children and thank you Miss Foley and Mrs Scott for your support

Watch their performance