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English at Peartree Spring Primary School

At Peartree Primary School we have fully embedded the new National Curriculum for English throughout the school. In each year group there is a strong emphasis on reading, writing, spelling and grammar.

We are now using No Nonsense Spelling as our school spelling programme. The focus of the programme is on the teaching of spelling, which embraces knowledge of spelling conventions, patterns and rules; but integral to the teaching is the opportunity to promote the learning of spellings, including statutory words, common exceptions and personal spellings.

We encourage you to use the same strategies at home as we do in school. spelling-strategies.doc

The programme meets the requirements of the 2014 National Curriculum and aims to ensure children are given fun strategies needed to meet Age Related Expectations. No Nonsense Spelling is used from Year 2 to Year 6. EYFS, Year 1 and some Year 2 children follow Letters and Sounds phonic programme.

Phonics is an important part of the KS1 English curriculum. We currently follow the Letters and Sounds programme, which can be found by following the link. Children participate in differentiated sessions daily; teachers provide active, engaging activities to support the children in developing their blending and segmenting skills.

We also use Bug Club as an additional tool to teach Phonics, which is full of great games and books to support the children in improving their understanding of the fundamental reading tools they will use for the rest of their lives. Your child should have a Bug Club login (on a bookmark) that you can use to further support them at home. If you do not know your login, please ask your class teacher for a new one.  

Children in EYFS and Key Stage One have recently started to familiarise themselves with our brand new phonics programme 'Monster Phonics.' The programme works by using a colour coded system to make the teaching and learning of phhonic sounds easier and more engaging.

In English lessons, children are taught speaking, listening, reading and writing skills through studying a variety of styles of writing. We teach English in an engaging and exciting way!

The Year 1 Learner
The Year 2 Learner
The Year 3 Learner
The Year 4 Learner
The Year 5 Learner
The Year 6 Learner

Big Reading

What is Big Reading?

In ‘Big Reading’ sessions short sections of quality texts are used. This piece of text should be from the whole class novel. This means that a small part of the text can be explored in more detail. Big reading gives us a language for talking about reading and a style of teaching that is consistent throughout the whole school. It has become part of our schools identity.

Meet the Reading S.P.I.E.S

The Reading S.P.I.E.S are a group of characters designed specifically for ‘Big Reading’.

The characters are a visual prompt for children to ‘hook’ learning onto.

Each character enjoys doing specific things to do with reading.

Rex is a retriever and likes to retrieve information from the text.




Expi is an explorer and enjoys exploring texts in lots of detail!




Ansa is an analyser who enjoys analysing the structure and organisation of texts.




Dood is a detective who enjoys looking for evidence and predicting what might happen next.



Big Reading is an essential part of our day. Each year group has a daily Big Reading session where each of the key skills are met. The children enjoy taking part in their ‘Mini Missions’ set by our Big Reading Friends!

Big Writing

What is Big Writing?

A teaching strategy designed by Ros Wilson which has an immediate impact on writing standards.

Focuses on four main areas of sentence writing – Vocabulary, Connectives, Openers and Punctuation.

Two steps

1) Short, sharp activities as warm-up games

2) Weekly opportunity for extended writing to apply those skills

Provides the children with clear, structured writing goals.

VCOP activities happen daily in the classroom. These activities help to enhance children’s basic writing skills and broaden knowledge around vocabulary and sentence structure.