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St Paul's Church of EnglandPrimary School

'Love God, Love Ourselves, Love Others, Love Learning'




Throughout the year the children work from the following 'expectations'. They are aiming to achieve the Early Learning Goals which are the end of year expectations.


The Literacy Curriculum is split into three parts;


Literacy - Comprehension


  • Looks at and enjoys print and digital books independently.
  • Knows that print carries meaning and, in English, is read from left to right and top to bottom.
  • Join in with repeated refrains and anticipates key events and phrases in rhymes and stories.
  • Begin to be aware of the way stories are structured, and to tell own stories.
  • Talks about events and principal characters in stories and suggest how the story might end.
  • Recognise familiar words and signs such as own name, advertising logos and screen icons.
  • Engage in extended conversations about stories, learning new vocabulary.
  • Understand and use the terms – author, illustrator, title, front cover, spine, fiction and non-fiction / information.
  • Re-read familiar stories and rhymes to build up their confidence in word reading, their fluency and their understanding and enjoyment.
  • Use vocabulary and forms of speech that are increasingly influenced by their experiences of reading.
  • Describe main story settings, events and principal characters in increasing detail.
  • Re-enact and reinvent stories they have heard, in their play.


Literacy - Word Reading


  • Show awareness of rhyme and alliteration.
  • Recognise rhythm in spoken words, songs, poems and rhymes.
  • Clap or tap the syllables in words.
  • Recognise when two words begin with the same sound.
  • Hear and say the initial sound in words.
  • Start to link sounds to letters, naming and sounding the letters of the alphabet.
  • Begin to orally segment the sounds in simple words and blend them together.
  • Knows which letters represent some sounds.
  • Read some letter groups that each represent one sound and say sounds for them e.g. ng, sh, ch, th.
  • Read some Phase 2 common exception words such as: I, go, to, into, the.
  • Begin to read some high frequency words, and to use developing knowledge of letters and sounds to read simple phonically decodable words.
  • Read some Phase 3 common exception words such as: he, we, you, are, was.
  • Read some Phase 4 common exaction words such as: were, like, come, said.
  • Read simple phrases and sentences made up of words with known letter–sound correspondences and a few exception words.
  • Engage with books and other reading materials at an increasingly deeper level, sometimes drawing on their phonic knowledge to decode words, and their knowledge of language structure, subject knowledge and illustrations to interpret the text.


Literacy - Writing


  • Make up stories, play scenarios, and drawings in response to experiences, such as outings, special times and in response to familiar or new stories.
  • Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; write ‘m’ for mummy.
  • Write some or all of their name.
  • Write some letters accurately.
  • Form lower-case and capital letters correctly.
  • Spell words by identifying the sounds and then writing the sound by using GPC’s.
  • Use their developing phonic knowledge to write things such as list, labels and captions.
  • To orally rehearse a simple sentence by counting how many words and repeating several times.
  • Write short phrases or sentences, using finger spaces, a capital letter and full stop. 
  • Re-read what they have written to check that it makes sense.
  • Correct own work when necessary.


Early Learning Goals



  • Comprehension Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. Anticipate – where appropriate – key events in stories. Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.


  • Word Reading Say a sound for each letter in the alphabet and at least 10 digraphs. Read words consistent with their phonic knowledge by sound- blending. Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.


  • Writing - Write recognisable letters, most of which are correctly formed. Spell words by identifying sounds in them and representing the sounds with a letter or letters. Write simple phrases and sentences that can be read by others.