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Littlegreen Academy


English underpins all learning and allows us to communicate effectively and express ourselves to those around us. The teaching and learning of communication skills, reading and writing allows our pupils to enter the world with the skills they require to lead confident, happy and successful lives. 


Pupils at Littlegreen Academy are be provided with opportunities and encouragement to develop their English skills in a variety of situations and for a range of purposes. 




Reading has a high profile across Littlegreen Academy, and skills are developed through a range of approaches and techniques to meet each pupils Education, Health and Care Plan targets. An important aspect of the development of reading skills is access to a rich and varied range of motivating high quality texts or stories.

Our aim is to develop a love of reading, we introduce pupils to a range of texts in order to discover their interests.


Pupils are taught phonics and letter knowledge using a range of approaches. Each pupil is assessed on their phonic knowledge so that planning is individualised. 


Sight vocabulary focuses on learning high frequency words that are relevant to the pupils’ level of learning and those needed for key skills for life. This approach is also taken when introducing new topic vocabulary. We support pupils by displaying key vocabulary in the classroom and around the school. 


The school library is available for pupils to independently choose a text of their choice, and teachers will provide pupils with a school reading book appropriate to their stage. 


Pupils can also access Collins E-Books at home to practise and develop their reading skills.


There are many opportunities for pupils to learn and develop reading skills with; 10 x 30 minute sessions a week, reading across the curriculum and regular library visits. As well as weekly IDL interventions, supported by computer software and specially tailored to individual areas of need.  




Writing requires children to use multiple physical and mental processes at the same time. It requires well developed fine motor skills, the attention to concentrate for periods of time, memory to generate ideas and remember what sounds look like to write words, and language to be able to express ourselves. Writing at Littlegreen Academy supports pupils to learn how to use tools to effectively communicate.  


At Littlegreen Academy every pupil has the opportunity to be able to:

  • reach their individual potential in writing and develop a range of independent strategies to self-monitor and correct
  • develop an interest in words, sounds and their meanings that enables them to acquire a growing vocabulary through, speech, symbols and writing as appropriate to their needs

  • develop their powers of imagination, inventiveness and creativity
  • be confident to join in and communicate about their interests, experiences, needs and wants 
  • make links between English and PSHE through engaging in weekly Talkabout sessions
  • have lessons carefully planned and adapted to meet pupils’ Education, Health, Care Plan targets and next steps

Communication skills

All aspects of communication and language permeate the whole school curriculum. Staff play a vital role in developing communication, by modelling vocabulary and grammar and engaging in natural conversations with pupils throughout the school day. 


Pupil’s Education, Health and Care Plan targets are used to inform the development of social communication and interaction. 


Pupil’s are encouraged to develop effective communication skills in readiness for later life by:

  • engagement in class group and individual discussions to encourage children to communicate their needs, thoughts, ideas and feelings appropriately
  • experiencing a wide variety of contexts in which they can communicate and respond
  • participating in school assemblies and school productions
  • accessing appropriate resources to enable the development of communication and response skills
  • all adults modelling listening and communicating appropriately with pupils and with each other
  • working in partnership with parents and other agencies e.g. Speech and Language Therapists, in order to support and assess the children's progress, write new objectives and deliver programmes of work.

Parental Involvement 

Parents, carers and families are encouraged to be actively involved in the development of their children’s English skills. They can do this in many ways including; sharing books and stories with their child regularly at home, reading, telling, listening to, and talking about stories, and encouraging natural conversations.

Collins E-books are available to support reading at home, along with the computer based IDL programme and activities. 

Links to school values:

We are accepting – Through a range of texts pupils learn about diversity and inclusivity, they can explore a range of viewpoints and develop empathy, acceptance and tolerance. 

We are Kind – We explore thoughts and feelings, develop respect and understanding through the texts read and shared. 

We  persevere – Sometimes Reading, Writing and communicating to others can be difficult, pupils learn to preserve with support from the adults, resources and strategies taught.

We are courageous – Pupils are taught to use communication to stand up for what is right, to have their voices heard and make positive change. 

We are ambitious – Pupils have many opportunities to learn about different career options, research goals and make plans for their future. 

Children's Rights   

Within English the Children’s Rights which are developed are:  

Article 12 - Every child has the right to say what they think in all matters affecting them, and to have their views taken seriously. 

Article 13 - Every child must be free to say what they think and to seek and receive information of any kind as long as it is within the law. 

Article 17 - Every child has the right to reliable information from the mass media, television, radio, newspaper and other media should provide information that children can understand. Governments must help protect children from materials that could harm them.   

Article 23 - A child with a disability has the right to live a full and decent life in conditions that promote dignity, independence and an active role in the community. Governments must do all they can to provide free care and assistance to children with a disability. 

Article 28 - Every child has the right to an education. Primary education must be free. Secondary education must be available to every child. Discipline in schools must respect children’s human dignity. Wealthy countries must help poorer countries achieve this. 

Article 29 - Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. 

Article 30 - Every child has the right to learn and use the language, customs and religion of their family whether or not these are shared by the majority of the people in the country where they live. 

Article 31 - Every child has the right to relax, play and join in a wide range of cultural and artistic activities.