Developing beliefs and aspirations within a strong community.

Jesus said “Let the little children come to me and do not hinder them, for the kingdom of God belongs to such as these.” 

Matthew 19:14

Believe, Belong, Achieve

English is the foundation upon which other learning develops. We strive to embed a depth of knowledge and aspiration in English that will allow pupils to communicate effectively as members of the wider community. Children apply their English knowledge across a broad and balanced curriculum to allow them to explore their beliefs and their understanding of the world. Through a curriculum enriched by the school’s Christian ethos, pupils can articulate their thoughts through opportunities to read, write and discuss.  Frequent opportunities are taken across the curriculum for pupils to demonstrate their reading, writing, speaking and listening skills. Pupils are encouraged to read at every opportunity, and to model this learning to adults and other children. 

Intent, Implementation and Impact

At Tolleshunt D’Arcy Primary Academy, we value English as an important part of the children’s entitlement to a broad and balanced curriculum. English provides the children with the foundations to learning across the curriculum through reading, writing, speaking and listening. They revisit prior learning, have a robust phonics and reading scheme, and are frequently encouraged to share their thoughts and ideas. Achievement and individuality is celebrated and encouraged to develop their individual beliefs and sense of belonging. The English curriculum is based on the National Curriculum expectations using Johnathan Bond’s planning toolkit. It engages, inspires and challenges pupils, equipping them with the knowledge and skills needed to learn and progress. As pupil’s progress, they think critically and develop a more rigorous understanding of English and how it can be applied throughout their daily lives. English is assessed through regular verbal and written feedback during lessons, as well as a rigorous and regular formal assessment procedure. Teachers use these assessments to plan for misconceptions and allow pupils to make rapid progress.