ENGLISH POLICY

Updated January 2020

Related Documentation
Curriculum Contents - Termly
Curriculum Planning Policy 2019
National Curriculum 2014 English
Read Write Inc. Phonics
Handwriting Policy 2019
Responding to Children’s Work 2019

APPENDICES
Key Expectations Grids – Appendix 1
Progression in Reading – Running Record – Appendix 2
Vocabulary, Grammar and Punctuation Y1-Y4 – Appendix 3

1 RATIONALE
English is at the heart of our work at SELEfirst School. English unites the skills of reading and
writing; it also involves speaking and listening which are essential ‘basic skills’ and an
entitlement of all children.

The teaching of English at SELEfirst is relevant to the whole of the National Curriculum and
includes PSHE and Citizenship. We believe English skills should be taught to all children and
applied to a high standard in every subject.

2 INTENT
We aim to lay the foundations for effective learning by equipping children with the relevant key
skills.

 To move children from learning to read, with greater emphasis on reading for learning.

 To give every child the confidence and pride in their ability to read and write and the belief
that they can make progress.

 To motivate children to become readers for life by showing them what books can offer
including fun, excitement, pleasure, pathos, interest, information and opportunities that will
broaden and often magically go beyond their horizons.

 To teach children to read with understanding any piece of text they encounter using all the
cues available to them.

 To teach children to read with confidence, fluency and to a high standard.

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 To teach about the range of genres in fiction and poetry and understand and provide
opportunities for children to be familiar with some of the ways in which narratives are
structured.

 To ensure children receive their full entitlement to a wide range of writing text types as
specified in the National Curriculum

 To develop a suitable technical vocabulary to support reading across the school.

 To allow children to see and to develop links between their reading and their writing
developing their powers of imagination, inventiveness and critical awareness.

 To engage each child’s interest in books so that they are able to evaluate and justify their
preferences and become critical readers.

 To offer children a rich stimulus, embedded purposeful opportunities to write at length.

 To ignite an interest in the development of language, discovering the meaning of new

words as they expand their vocabulary.

3 SPEAKING AND LISTENING

Throughout school and in all areas of the curriculum children are supported by good models of
speaking and listening. Adults in school ensure their delivery is clear, setting a good model of
spoken language. All staff will enunciate word endings correctly and highlight accurate use of
pronouns within their spoken grammar. Where appropriate staff teach the subject specific
vocabulary; giving children the confidence to develop their understanding and reading.

Within each classroom, visual prompts display what ‘good listening’ could look like. Within
SELEfirst this is supported by embedding the use of Thinking Skills to encourage active,
purposeful talk. Children are taught to:

 Listen and respond appropriately to adults and their peers

 Ask relevant questions to extend their understanding and knowledge

 Use relevant strategies to build their vocabulary

 Articulate and justify answers, arguments and opinions

 Give well-structured descriptions, explanations and narratives for different purposes,

including for expressing feelings

 Maintain attention and participate actively in collaborative conversations, staying on topic

and initiating and responding to comments

 Use spoken language to develop understanding through speculating, hypothesising,

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 imagining and exploring ideas

 Speak audibly and fluently with an increasing command of standard English

 Participate in discussions, presentations, performances, role play, improvisations and

debates

 Gain, maintain and monitor the interest of the listener(s)

 Consider and evaluate different viewpoints, attending to and building on the contributions of
others.

4 READ WRITE INC.

Read Write Inc. is a comprehensive literacy programme for children learning to read, write and
spell. Read Write Inc Phonics weaves word reading, comprehension, writing and spelling
together seamlessly. We use it as a framework for the teaching of phonics from Nursery to Y2.
At KS2 we used it to supplement target children e.g. those who did not pass phonic
assessment at Y2 and those who would benefit from further consolidation of phonic
knowledge. We call this ‘phonics extra’.

Read Write Inc. Phonics works because we:

 Make learning to read more focused and fun; we put as much joy into teaching the sound ‘r’
as we do into reading a story by Roald Dahl
 Use picture mnemonics to teach all children to read and write 30 sounds in 2 months
 Give children storybooks matched to the sounds they know so they develop accuracy,
speed and confidence
 Uses unique ‘3 reads’ approach to ensure that children love stories and can read it proudly
with comprehension, fluency and expression at home
 Provide the tools for children to become confident writers: by the end of Y1; children can
write at length using exciting vocabulary and good spelling

5 EYFS
The aims set out in section 1 apply to the teaching of early reading and writing within Early
Years Foundation Stage (EYFS).

Through all areas of the statutory EYFS framework children will be exposed to a range of rich
stimulus to enthuse their experiential based learning in addition to focused teacher led
activities e.g. role play, outdoor learning.

This policy recognises the importance of all areas of the EYFS, however the key areas linked
to the English aims and practice are:

 Communication and language development involves giving children opportunities to

experience a rich language environment; to develop their confidence and skills in
expressing themselves; and to speak and listen in a range of situations.

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 Personal, social and emotional development involves helping children to develop a
positive sense of themselves, and others; to form positive relationships and develop
respect for others; to develop social skills and learn how to manage their feelings; to
understand appropriate behaviour in groups; and to have confidence in their own abilities.

 Literacy development involves encouraging children to link sounds and letters and to begin
to read and write. Children must be given access to a wide range of reading materials
(books, poems, and other written materials) to ignite their interest.

 Understanding the world involves guiding children to make sense of their physical world
and their community through opportunities to explore, observe and find out about people,
places, technology and the environment.

 Expressive arts and design involves enabling children to explore and play with a wide
range of media and materials, as well as providing opportunities and encouragement for
sharing their thoughts, ideas and feelings through a variety of activities in art, music,
movement, dance, role-play, and design and technology.

6 TEACHING READING
Throughout the curriculum children will experience a wide range of demanding texts selected
to ensure progression, pleasure and performance.
(Progression in Reading – Running Record Appendix 2)

Children develop into fluent and effective readers. Children are taught to employ a range of
strategies including segmenting and blending to read the majority of familiar and unfamiliar
words; they are able to read with accuracy and fluency e.g. through scanning quickly for
information to decide what is important and unimportant, understanding significant ideas,
themes, events and characters. Their reading diet will gradually contain texts with challenging
subject matter and relevance to the twenty-first century e.g. LGBTQ Stonewall recommended
texts to discuss diverse families, same sex relationships.

By KS2 children will begin to comment on layers of meaning and in their personal response
they are able to show understanding of an author’s craft. They will express preferences and
opinions that they are able to justify. By the end of Y4 children will read critically, showing
independence, reflection and enthusiasm as outlined in our KS2 Home School Reading
Notebook and Reading Behaviour chart. (HSRR)

The Programmes of Study for Reading at KS1 and KS2 consist of 2 dimensions:

Word reading
Comprehension (both listening and reading)

It is essential that teaching focuses on developing pupils’ competence in both dimensions;

different kinds of teaching are needed for each.

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To support this, children are taught:

 To develop the ability to use a full range of reading cues including their ability to monitor
their reading and correct their own mistakes.

 Phonic – awareness of sounds and spelling, alphabet code hearing individual sounds,
blending – merging phonemes to pronounce a word. For example, teaching children to
discriminate between separate sounds in words. Teaching the letters and letter
combinations most commonly used to spell sounds; to understand the sound and spelling
system and use this to read and spell accurately.

 Graphic Knowledge – word recognition, knowledge of how sounds are represented,

recognise whole words and parts of words and complete blending. For example, teaching
children to read words by sounding out and blending their separate parts.

 Syntactic Skills – knowledge of how words are used together in a sentence; identify
syntactic boundaries and read with fluency and expression, to make sense of strings of
words. For example teaching children not to stop, but reading ahead of the sentence.
Children should be encouraged to develop an interest in words and their meanings and to
extend their vocabulary.

 Contextual – what is going on in the story? For example can children choose the
appropriate missing word based on the context within a sentence or story? As children gain
fluency, the forms of teaching should shift to emphasise advanced reading and composition
skills at text level.

 Higher Order Reading Skills – in both key stages, learners develop higher-order reading
skills best through reading a range of fiction and non-fiction texts that are written for
different purposes and audiences.

KS2 Progress
Within KS2 there is greater emphasis on children moving from learning to read to reading to
learn. Children will be taught how to skim and scan to identify relevant information, supporting
their learning across the curriculum.

When reading for different purposes, the fluent effective reader will develop and refine different
strategies that will allow them to read responsively and actively when predicting the course of a
narrative or an argument, or following a set of instructions; read with an awareness of the
writers viewpoint, distinguishing it from the behaviour and attitudes of a character in a fiction
text and begin to evaluate what they read in terms of quality, effect and reliability.

In addition children will be taught to use, develop and apply their ICT capability through the use
of ICT tools to support their English.

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To provide a balanced reading programme that is carefully planned to include shared, guided
and independent reading and offer children varying levels of support, a variety of methods of
instruction and a range of reading experiences.

Strategies for the Teaching of Reading

 Anyone listening to children read in school are trained to be positive and supportive of the
child. The ‘Pause, Prompt and Praise’ method is effective.

 The books/text selected is of a quality which encourages children to want to read them.

 Texts will show a good match to a child’s needs and current level of understanding. They
will contain natural language and repetition.

 The story or information will be worth reading and target a child’s interests wherever
possible. Texts will all be of high quality including illustrations or organisational features to
support the development of skills, strategies and attitudes outlined in this policy.

Guided Reading
Evidence suggests that children achieve high standards in reading when they are exposed to
interesting texts encouraging learners’ personal response and to extend their understanding. In
Guided Reading sessions, staff will allow space and time to discuss and improve children’s
fluency and comprehension skills.

Guided texts are coded to year groups and cover a variety of genres and interests.

Guided sessions happen daily for twenty minutes, with opportunities for the teacher to work
with smaller groups. This allows a sharp focus on the targeted needs of specific groups.

Teachers will record a comment on each child’s reading weekly in Home School Notebook.
The Home school Notebook is an active assessment tool that can be used by both home and
school to update reading skills and spelling.

Guided sessions provide opportunities for children to discuss text, enthuse and learn from one
another. From Y1-Y4 teachers follow the VIPERS acronym as a structure for each weekly
focus. VIPERS aids the recall of the 6 reading domains as part of the reading curriculum.
They are the key areas which children need to know and understand in order to improve their
comprehension of texts.

Vocabulary
Inference
Prediction
Explanation
Retrieval
Sequence or Summarise

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The 6 domains focus on the comprehension aspect of reading and not the mechanics for
example decoding, fluency, prosody etc. VIPERS is a method of ensuring that teachers ask,
and students are familiar with, a range of questions; allowing the teacher to track the type of
questions asked and the children’s responses to these which allows for targeted questioning
afterwards.

7 TEACHING WRITING
Our carefully planned and considered curriculum includes rich stimulus providing purposeful
opportunities for writing. It is our intent to engage all learners through systematic units of work
such as Take One Picture and STEM. Year groups work together to produce planning sheets
for weekly coverage including addressing misconceptions and developing metacognition.
(Note individual subject policies)

Children make very good progress through highly effective teaching that includes the
modelling of writing, regular opportunities to develop their skills, and effective assessment
practice that leads children to understand how best to improve their work.
At SELEfirst we recognise that the really effective writer will reach a stage when the
mechanical aspects of writing, such as spelling and punctuation, become second nature to
them. At this point children are able to give all their attention to experimenting with language
and form to engage and inform their readers.

Staff embed and develop rules and strategies at the point of writing, allowing children to
experiment, demonstrating and exploring the decisions writers make as the writing happens. At
each stage staff prompt and ensure children know and demonstrate in all their books the
agreed ‘Key Expectations’ for their year group (see Appendix 1).Staff guide learners through
the whole process (modelling the way a writer thinks through shared and guided writing
sessions) so that the process becomes familiar and fully understood by all learners.

Effective teaching will focus on particular aspects of the writing process (e.g. planning an
explanation, instructional writing, an argument or a story, or revising a draft to change and
improve it).

Staff will allow at regular intervals for all learners to have the experience of developing a piece
of writing through the whole process. Staff will ensure that learners with special educational
needs (SEND) are included in the process, with support and scaffolding as necessary, so that
they too have a holistic experience and not a repetition of certain parts of the process because
they are considered as ‘not ready’ to move on.

The Programmes of Study for Writing at KS1 and KS2 are constructed similarly to those for
reading:
Transcription (spelling and handwriting)
Composition (articulating ideas and structuring them in speech and writing)

At SELEfirst we believe it is essential that teaching develops pupils’ competence in these 2

dimensions. In addition, pupils are taught how to plan, revise and evaluate their writing. These
aspects of writing have been incorporated into the programmes of study for composition.

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To support this, children are taught:

To learn to write sentences by:

 saying out loud what they are going to write about

 composing a sentence orally before writing it
 sequencing sentences to form short narratives
 re-reading what they have written to check that it makes sense
 discuss what they have written with the teacher or other pupils
 read their writing aloud, clearly enough to be heard by their peers and the teacher

To develop their understanding of the basic skills, displayed in children’s books as givens:

 leaving spaces between words

 joining words and joining clauses using ‘and’
 beginning to punctuate sentences using a capital letter and a full stop, question mark or
exclamation mark
 using a capital letter for names of people, places, the days of the week, and the personal
pronoun ‘I’

Children are given the opportunity to develop positive attitudes towards and stamina for writing
by:

 writing narratives about personal experiences and those of others (real and fictional)
 writing about real events
 writing poetry
 writing for different purposes

At Key Stage 2 children will develop a sustained fluency and stamina that allows them to
create cohesive extended writing.

They will follow the process of:

 Planning
 Drafting
 Evaluate and edit

Children in Key Stage 2 will read their own writing aloud to a group or the whole class, using
appropriate intonation and controlling the tone and volume so that the meaning is clear

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8 IMPACT - ASSESSMENT AND RECORDING

Key stage readiness

The vast majority The vast majority The vast majority The vast majority The vast majority
of children in of children in Y1 of children in Y2 of children in Y3 of children in Y4
Reception will: will: will: will: will:

Write 3 – 5 linked Write Write at least 10 Write at least 15 Write 3 - 4

simple sentences. at least 8 linked linked sentences linked sentences paragraphs of at
simple sentences. beginning to form least 6-8 linked
Give meaning to Sentences will at least 2 linked sentences each.
the marks made. Sentences will include some paragraphs.
Hear and say the include a capital subordination Sentences will
initial sounds letter and full stop. When, if, that, Sentences will range between
within a word. because. range between simple, compound
Joining words and simple, compound and complex.
Use clearly clauses with and, Sentences will and complex.
identifiable letters because show some Subordination will
to write simple different functions Sentences will be be used to
CVC words Capital letters will e.g. statements, expanded using manipulate
be used for names questions, adjective, sentence
and for the exclamations or adjective noun structure.
personal pronoun commands and prepositional
I. information. Appropriate choice
Where necessary of pronoun or
sentences will Adverbial phrases noun within and
include will be used to across sentences
conjunctions that express time, to aid cohesion
express time e.g. place and cause. and avoid
Before, when repetition
after, while, so,
because.

Strategies for assessment, recording and reporting

Assessment is used to guide the progress of individual pupils and groups of pupils in English. This
involves:

Assessment for Learning (A4L)

 Learning objectives and success criteria are shared with the children in each lesson.
 A4L is supported by close observation of the children at work and targeted questioning.
 Peer and self-assessments are used to allow children to consider their progress in relation
to a lesson’s learning objectives.
 Marking relates to how well a child has achieved against the learning objectives for the
lesson and provide next step targets.
 A marking system is agreed across the school to ensure consistency of assessment
feedback written in children’s books.
 Reviewing and evaluating planning in light of children’s achievements.

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Assessment of Learning

 Formal summative assessment which is carried out at the end of each National Curriculum
Key Stage ]including end EYFS, Y1 Phonic screen and Y2 SATs.
 Annual summative assessment using Salford Reading tests in R - Y4.
 Half termly summative assessment using Rising Stars tests in Y1 - 4.
 Year group teams’ moderate children’s progress every term; more frequently for key
groups of children.
 Targets and teacher assessment in English for each child are captured using the school’s
online tracking system, itrack. This is updated at 6 points during the academic year.
 Salford Reading data for each child is included in the Next Steps File to support transition
between year groups.
 EYFS keep records of child-initiated learning in on School 360. Parents are involved in
partnership as part of the assessment process via School 360.
 Early learning goals assess children against bands of age-related expectations.

Reporting to parents is completed termly basis through consultation evenings and annually through a
written report in which there is a summary of the child’s effort and progress over the year and next step
targets are outlined. National Statutory Assessment data and in school Reading test results are
collated and given to parents at the end of the summer term.

Responses to children's work take the form of verbal, written and symbols. Marking is constructive, set
against lesson success criteria and aimed to consolidate misconceptions / outline next steps required.

9 EQUAL OPPORTUNITIES
We believe it is especially necessary for children in a culturally homogeneous school
community such as Hexham, to see themselves as part of a diverse regional, national and
global community and to consider issues from the perspective of others.

Every child should be provided with challenging work suitable to their learning style and needs
(note Visual, Auditory and Kinaesthetic teaching methods - VAK). Texts will reflect SELEfirst’s
enduring British Values of Respect, Responsibility, Reliability and Resilience; Known as our
four R’s. Texts will reflect 21 Century issues for example breaking stereotypes and equality of
opportunity.

Through comprehensive planning and assessment, the use of expertise from across school
and the wider community staff will ensure that children have equal access to the English
Curriculum. Teachers are aware of the risk of underachievement within particular groups and
act positively to motivate and challenge all children.

Teaching and learning is monitored to ensure we reflect the diverse social, cultural and
spiritual nature of society and that positive images and messages of all groups within society
are reflected. Attention is given to support children’s moral and emotional well-being through
the use of sensitive supportive texts. Specific texts support SEND children with social and
emotional needs.

Resources will be regularly reviewed and evaluated to ensure they provide the ‘range’ required
to support a high quality reading experience for all children.

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10 SEND
This policy recognises that we have high expectations of the progress that can be made of all
individuals. Within the teaching of ‘basic skills’ it is essential to recognise the needs of the
individual and significant groups of children. At SELEfirst this includes:

 Children on the SEND register who have an IEP including Literacy targets. It is important to
note this is a high percentage of the children on the SEND register.

 The most able children within the subject area.

 Those with significant delay in learning to read.

 Those with a specific learning difficulty.

 Those with an Individual Behaviour Programme where behaviour impacts on their learning.

 Groups receiving planned, regular support, e.g. Read Write Inc, Early Birds, Lexia ,
Reading Buddies.

 Pupils on the Pupil Premium, Ever 3 and Ever 6 register should also be monitored closely.

Weekly planned and on-going assessments support these children. Both should target specific
reading objectives of individuals or groups. The Read Write Inc approach to phonics is used as
the framework for teaching in the early stages until a child has a secure knowledge of phonics.

For some pupils they may need to consolidate the programme of study across more than one
term. Teachers make the necessary adjustments in consultation with the SENDCo / English
subject lead.

Teaching Assistants are used effectively to support children. They should be clear about their
role, involved in planning and assessment and help pupils participate effectively in lessons.
Additional support outside English lessons will be used to focus on clear objectives, e.g. Read
Write Inc., Lexia and Reading Buddies.

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11 EAL
At SELEfirst we focus on the objectives of careful listening, clear speech, support reading and
writing and phonemic awareness. These emphases and the participative nature of whole class
and group work helps in teaching children who speak EAL.

Teachers will need to take full account of a child’s individual needs. The key objective should
be to help a child become fluent and confident in using spoken English.

 Children should be a part of the teacher supported group as much as possible to hear
helpful, adult models of spoken English.

 Children need to hear good examples of spoken English and use ‘language’ to explore
other areas of learning.

 Children may benefit from revising a text or extract.

Teachers need to be sensitive and, through careful assessment, distinguish between children
who have additional language learning needs and those who also have SEND.

12 PSHE
The English Curriculum provides opportunities to promote children’s spiritual, moral, social and
cultural development. Stories and text are used to illustrate and explore themes. Children are
taught to recognise that:

 Events and decisions have consequences

 Various cultures have similarities and differences
 Information can be presented in a variety of ways
 Text can contain bias/stereotypes
 Text can encourage empathy, understanding
 Reading can be a rich, rewarding and influential experience
 The ability to read is one of the most important skills they’ll ever learn
 Reading can help us understand and interpret events and experiences
 Reading can help children appreciate the ‘awe and wonder’ of the world

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Appendix 1 - Key Expectations spelling, handwriting and presentation for the vast majority of children in each year based upon Work
Scrutiny Reviewed and updates September 2019

YEAR KEY SPELLINGS KEY PRESENTATION

EARLY 1. To use recognisable letters in their 1. Correct pencil grip – pinch, pinch, flick
YEARS writing 2. Good posture for writing – whole school, every day, every lesson – feet flat on floor, bottom
2. To write their name with the correct on seat, back on back of seat
formation 3. Confidence to have a go/mark make
3. To use the correct initial sound 4. Starting on the left hand side beside the margin
4. Phonetically plausible words, also 5. Using finger spaces
using taught phonics from RWInc 6. Appropriate size of writing – lower and upper case in correct proportion
5. Common CVC words i.e. dog, cat, 7. Correctly formed lowercase letters- starting in the right place – emphasise direction for a, c,
big d,g,q (sits on the line) teach these as a key group
6. To write the final sound of a word 8. By the end of Reception vast majority children to be writing at least 3 linked sentences
7. Spell the, get, is 9. To write left to right
8. Spell the 35+ Reception key words 10. To use capital letters and full stops by the end of the year
9. At the end of the year we expect 11. Number formation accurate to 9
the children to write their surname
YEAR KEY SPELLINGS KEY PRESENTATION
ONE 1. of 1. Good posture for writing – whole school, every day, every lesson – feet flat on floor, bottom
2. with on seat, back on back of seat
3. as, has, was 2. Correct letter/number formation – know the misconceptions over-teach a,c,d,g,o,q (sits on
4. had the line)
5. my, by, why 3. Correct letter/number orientation – lower case p on the line, letters in proportion for
6. like example upper and lower case; the height of letters based on lined paper size
7. go, so 4. Writing starting at left - by the margin
8. this 5. Clear finger spaces
9. you, your 6. Letters on the line focus in particular p, g, y, f, j,k
10. correct initial and final sound 7. Numbers not reversed at all by October half term for vast majority
8. Tails below the line the correct length
Model days of week, months of year. 9. Full stops to end a full sentence
10. Work stuck in straight including all stickers
11. Be able to use a ruler to draw a straight line
12. In maths books start work second full square in from spine
13. One digit one box in maths

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YEAR KEY SPELLINGS KEY PRESENTATION
TWO 1. have 1. Good posture, start writing from the margin, all on the line, finger spacing accurate and
2. said letters in proportion
3. because 2. Number date for spelling test, mental maths and maths. Word date used for all other
4. would, could, should written work
5. many 3. Correct spelling of dates-days and months
6. when, went, with, who 4. All capital letters double the height of lower case and correctly formed
7. make, take, made 5. One digit one box maths
8. some 6. Handwriting pattern starts all work except maths
9. wouldn’t, shouldn’t, couldn’t, don’t, 7. Letter ascenders and descenders clear emphasis on y, p, g, h, f, q
can’t 8. Most able use taught joins in all books, other groups use taught joins within words
10. there, here 9. Assessment sticker to be stuck at the end of completed work, going onto next page if
11. Accurate days of week, months of necessary
year. 10. In maths books start work second full square in from spine

THREE 1. Days of the week
2. Months of the year
3. Current topic/subject specific words
4. Key Stage 1 key words embedded
emphasis on very, people, laugh,
father, water, really, might, another
5. when, went and with
6 Who, what, where, why, how
7. to, too, two
8. There, their, they're
9. Contractions with apostrophe
correctly placed in particular weren’t,
can’t, doesn’t and all ‘ould’ contractions
10. Numbers spelt correctly when
written in words.
1. The vast majority writing is joined, starting at margin with all writing on the line
2. Good posture at all times – feet on floor, seat tucked in, bottom on seat
3. One number per square in maths but all writing usual size
4. Ascenders and descenders correctly sized
5. Worksheets trimmed correctly and stuck in straight and flat.
6. Levelled stickers present and stuck in correctly (straight)
7. Correcting number and letter reversals.
8. Tackle problem capital letters P, Y, F, J, T, W, M, N, Z
9. Capital letters and full stops used consistently to demarcate sentences.
10. Break letters g, j, x, y, z and s all correct. Descenders the correct length below the line

FOUR 1. Past tense verbs – adding ‘ed’
2. Learn homophones:
Their/there/they’re
3. Learn homophones: Which/witch
4. Using apostrophes correctly
5. All months - January, February in
particular
6. Learn though/through
7. Learn rules for plurals, e.g. -ies
1. Consistently starting to write against the margin and using the whole width of the page.
2. Good posture and consistently joined writing throughout
3. I take the time to produce the same standard of presentation in all my books.
4. Make sure capital J stands on the line and lower case j extends below
5. Capital letters that are the same shape as lower case need to be clearly visible
6. w/v are pointy letters, including capital W, V
7. Writing is a consistent size and does not get too small
8. g, f, j and y are not looping letters until fully fluent style is embedded
9. If I make a mistake I will use a ruler to draw one line through the mistake
10. The join from w, v, and r dips before the next letter is started (avoid flat topped joins)

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Appendix 2
SELEfirst Progression in Reading – Running Record
PART 1 EYFS and KS1
Level 1 Floppy’s Phonics Level 1 Oxford Literacy Web B
At the farm Bath time
At home Lunch Time
Fun at school Hiding
Out in town The Gardening
At the park The Washing
At the match The Decorating

Level 1 Floppy’s Phonics Level 1 Explore With Biff, Chip

At the concert Sounds and Letters Big and Kipper
At the market As Big As Me!
At the seaside In The Sun
At the carnival Sun Hat, Sunscreen, Sun
At the party Tin Can Tracks
At the wildlife park Animal Tracks

Level 1 Decode and Develop Level 1 + Floppy’s Phonics

The Lost Gloves Book 1 s a t p
Puddles Book 2 i n m d
Just for Mum Book 3 g o c k
Fly Away Book 4 ck e u r
Feed the Birds Book 5 h b f ff
Fun in the Snow Book 6 l ll le ss

Level 1 Decode and Develop More A Level 1 More Floppy’s Phonics

Next Door Cats
Dog’s in the mud Pop!
Stop! Mud!
The Fish Tank Big, Bad Bug
The Big Spin Hats
Wheels A Big Mess

Level 1 Oxford Literacy Web pack Level 1 Floppy Phonics Non Fiction
Sounds Books Kick It!
Taps and Pans
Rocket
Get a Bus
Fun on the Canal
Pets
Level 1 Oxford Literacy Web A Level 1 + Decode and Develop
Goldilocks and the Three Bears Hop! Hop! Hop!
The Three Billy Goats Gruff Catkin the Kitten
Three Blind Mice In the Trolley
A Rainy Day The Trampoline
Where Are You? The Enormous Crab
The Long Walk The Caterpillar

SELEfirst English Policy Reviewed and Updated January 2020 15

Level 1 + Decode and Develop More A Level 2 Explore With Biff, Chip
The Picture Book Man And Kipper
In the Tent A Picnic at Sunset
The Bag in the Bin At Sunset
Stuck! Kite in the Wind
The Big Red Bus In the Wind
The Sock A Top Pot
Spot the Pot

Level 1 Fireflies Level 2 Floppy’s Phonics

This Is Me Book7 j v w Sounds and Letters
Wheels Book8 x y z
Dogs Book9 zz qu ch
Maya’s Family Book10 sh th ng
Making Muffins Book11 dge ve wh
Big and Little Book12 cks tch nk

Level 1 + Snapdragons Level 2 Floppy’s Phonics

My Dad The Zip
Going Up and Down Posh Shops
Where is Baby? Bang the Gong
Breakfast Jack
My Dog Needs a Bone Quiz
Hello Grandma! A Robins Egg

Level 2 Floppy Phonics Non- Fiction

Level 1+ Songbirds Bug Quiz
Top Cat Fish and Ships
Sam’s Pot Now and Then
Bob Bug Eggs
Dig, Dig, Dig At the Animal Park
Zak and the vet Make a Ring Box
Mum Bugs Bag

Level 1 Oxford Literacy Web Level 2 ORT

Animals at the Zoo The Toy’s Party
Can I have a Pet? New Trainers
Nelly Paints a Monster A New Dog
The Magic Paint Brush What A Bad Dog!
Nama’s Hats The Go-kart
Anansi Traps a Snake The Dream

SELEfirst English Policy Reviewed and Updated January 2020 16

Level 2 More Stories A Level 2 Traditional Tales
Floppy’s Bath I Will Get You
The Baby-sitter The King and His Wish
The Water Fight Rabbit on the Run
Kipper’s Balloon Dick and His Cat
Spots!
Kipper’s Birthday

Level 2 More Stories B Level 2 Songbirds

Kipper’s Laces Mr Zed
The Wobbly Tooth The Oz and the Yak
The Foggy Day The Doll in the Bin
Biff’s Aeroplane Animal Quiz
Floppy the Hero The Seven Kids
The Chase Ron Rabbit’s Egg

Level 2 Patterned Stories Level 2 Fireflies

Monkey Tricks Hot and Cold
Hey Presto Our Class
It’s the Weather Transport
Naughty Children Shopping for a party
A Sinking Feeling Is This Too much
Creepy-crawly Over and Under

Level 2 Patterned Stories More A Level 2 More Fireflies

What Is it? What is This?
The Lost Puppy Boots and Shoes
New Trees Making Prints
Up and Down Sorting
The Little Dragon Diggers
The Band Push and Pull

Level 2 Decode and Develop Level 2

The Odd Egg Snapdragons
Out! What is it?
Fire! The Animal Party
The Gulls Picnic The Best Sandcastle
Red Noses Don’t Jump on the Bed, Fred!
The Ball Pit Can You Get Our Ball?
Tortoise! Tortoise

Level 2 Decode and Develop More A Level 2 Oxford Literacy Web

Got a Job? Big Bear’s Bad Day
The New Gingerbread Man Big bear’s Party
Hiccups Where’s Daddy bear
Gorilla on the Run! Tig
A Big Bunch of Flowers Lunch for Tig
Catch it! Tig’s pet

SELEfirst English Policy Reviewed and Updated January 2020 17

Level 2 Explore with Biff, Chip and Level1+2 Glow-Worms Poetry
Kipper Animal Poems
The Big Picnic Out and About Poems
Grow Me a Picnic Clothes Poems
A Den in the Wood Family Poems
Dens and Nests Party Poems
Cards for Gran Weather Poems
Frog Cards

SELEfirst English Policy Reviewed and Updated January 2020 18

First Story Rhymes Pack A Level 3 More Stories B
The Snowman The Barbecue
Kitty Kat The Carnival
The Magic Pot At the Pool
The Shark Bull’s-eye!
Fox Cub Book Week
Whizz-bang Gran The Cold Day

Level 3 Floppy’s Phonics Level 3 Decode and Develop

Book13 ai ee igh Floppy and the Puppets
Book14 oa oo oo Monkeys on the Car
Book15 ar or ur Dragons!
Book16 ow oi ear The Enormous Picture
Book17 air er er Gran and the Go-karts
Book18 ue ue ure Helicopter Rescue

Level 3 More Floppy’s Phonics Level 3 Decode and Develop More A

Leek Hotpot King of the Castle
Queen’s Maid Bug Hunt
Toads in the Road Mister Haggis
Chairs in the Air A Walk in the Sun
A Bark in the Night Green Sheets
Silver Foil Rocket Road Burner

Level 3 Floppy Phonics Non-Fiction Level 3 Snapdragons

Men On the Moon Grandma’s Glasses
Fun in the Garden The Singing Bird
Muffins New Blue Shoes
Barn Owls Presents for Baby
At the Market Melting Snow
A Cool Summer A House for Hedgehog

Level 3 ORT Level 3 Fireflies

On the Sand Football, Football
The Egg Hunt Going Somewhere
Nobody Wanted to Play Choices
A Cat in the Tree How to Draw Yourself
The Rope Swing How to be Healthy
By the Stream My Week

Level 3 More Stories A Level 3 Songbirds

Kipper the Clown The Big Match
Strawberry Jam The Shopping List
The Jumble Sale Gran is Cross
At the Seaside The Trunk and Skunk
Kipper’s Idea The Scrap Rocket
The Snowman Splash and Squelch

SELEfirst English Policy Reviewed and Updated January 2020 19

 Level 3 Oxford Literacy Web Level 4 Floppy’s Phonics
Late for School Seasick
At the Fair Egg fried Rice
Who Made This Mess? Craig Saves the Day
Octopus’s Legs The Knight Who Was Afraid
Shark’s Tooth Joe
Hermit Crab’s New Shell Dolphin Rescue

Level 3 Explore With Biff, Chip Level 4 Floppy Phonics Non-Fiction

And Kipper A Trip to the Beach
Home For A Night Looking After a Dog
The Right Home Find Out!
Is That Rain Sun and Rain
Rain! What’s For Lunch
Pumpkin Mess How to Pond Dip
Grow a Strawberry Mess
Read it Yourself Level 4 ORT
House for Sale
The New House
Come In!
The Secret Room
The Play
The Storm

First Story Rhymes Pack B Level 4 More Stories A

Sam and the Baby Bug Nobody Got Wet
Dustbin Fred The Weather Vane
Wishing Well Poor Old Mum!
The Dancing Hen The Wedding
Jumping Jill The Camcorder
Behind the Wall The Balloon

Wonder World Stories Level 4 More Stories B

Wet Paint
Swap!
The Flying Elephant
The Scarf
The Dragon Dance
Everyone Got Wet

Level 4 Floppy’s Phonics Level 4 More Stories C

Book 19 Revise and Blend Sounds and Dad’s Jacket
Letters Stuck in the Mud
Book 20 Revise and Blend The Den
Book 21 ay oy ea ie Look Smart
Book 22 ow ew ew ou Tug of War
Book 23 ir aw eer are An Important Case
Book 24 ce ea o ed

SELEfirst English Policy Reviewed and Updated January 2020 20

Level 4 Decode and Develop Level 4 Traditional Tales
The Stars Tom, Dad and Colin
Long Legs Hans in Luck
Floppy and the Skateboard The Foolish Fox
Gran’s New Glasses Three Rocks
The Birthday Candle
The Seal Puppy
Level 4 Decode and Develop More A Level 4 Oxford Literacy Web
Finger Snapper Alex the Ant
The Bowling Trip Billy Beetle
The Minibeast Zoo The Wizard’s Hat
The Good Luck Stone Rabbit’s Trick
Top of the Mountain Ned the Fighting Donkey
Kid Rocket Gordon the Clever Goat

Level 4 Playscripts Level 4 Explore With Biff Kipper and

House For Sale Chip
The New House A Dress For Biff
The Secret Room Mosaic Art
The Storm The Stinky Plant
Nobody Got Wet Plants for Dinner
The Balloon

Level 4 Fireflies Level 3/4 Glow-worm Poetry

Night Animals Alphabet Poems
Shapes Colour Poems
Shells Hot and Cold Poems
World Instruments Number Poems
From Curry to Rice Shape Poems
Granddad and Me Size Poems

Fast Fox Slow Dog Stories

Level 4 Snapdragons Chicken Chips and Peas
An Old Red Hat Slow Dog Falling
Mr. Fox’s Socks The Hen House
No Problem!
Fast Fox Goes Crazy
The Mouse with No Name
Little Mouse, Deer and the Crocodile Slow Dog’s Nose
The Tortoise and the Baboon Grandma Fox
The Mother Hen Mysteries
Chickens in the Snow

Level 4 Songbirds Ahlberg Collection

Each Peach Pear Plum
Queen Anneena's Feast Who Stole the Pie?
Spike Says
The Wrong Kind of Knight
Moan, Moan, Moan!
The Snake and the Drake
Tadpoles

SELEfirst English Policy Reviewed and Updated January 2020 21

 Level 5 More Stories B
Level 5 Floppy’s Phonics The New Baby
Book 25 Alternative Spellings Sounds and Camping Adventure
Letters Scarecrows
Book 26 Alternative Spellings Noah’s Ark Adventure
A New Classroom
Book 27 Alternative Spellings
Mum to the Rescue
Book 28 Alternative Spellings
Book 29 Alternative Spellings
Book 30 Alternative Spellings

Level 5 Floppy’s Phonics Level 5 More Stories C

Book 31Alternative Spellings Sounds and Sleeping Beauty
Letters The Adventure Park
Book 32 Alternative Spellings Kipper and the Trolls
Safari Adventure
Book 33 Alternative Pronuncation
Dad’s Run
Book 34 Alternative Spellings Drawing Adventure
Book 35 Alternative Spellings
Book 36 Alternative Spellings

Level 5 Floppy’s Phonics Level 5 Decode and Develop

Gran’s New Blue Shoes Highland Games
Ice City The Orchid Thief
Save Pudding Wood Rats
The Playground A Pet Called Cucumber
A Little Baby Boy Bush Fire!
Uncle Max Bessie's Flying Circus

Level 5 Floppy’s Phonics Non-Fiction

Exploring Underground Level 5 Decode and Develop More A
To the Rescue! Queen of the Waves
Camping Crab Island
On Safari Where next?
Monster Party Gotcha!
Pirates In the Dark
The Frog’s Tale

Level 5 ORT Level 5 Fireflies

The Magic Key Wonders of the World
Pirate Adventure Houses Then and Now
The Dragon Tree Emails Home
Gran Looking After Your Dog
Castle Adventure Public Art
Village in the Snow Magic Tricks

Level 5 More Stories A Level 5 Songbirds

The What’s it Sue Kangaroo
Underground Adventure The Cinderella Play
Vanishing Cream Usman's Books
It’s Not Fair The Upside Down Browns
The Great Race Leroy
A Monster Mistake No Milk Today

SELEfirst English Policy Reviewed and Updated January 2020 22

Level 5 Traditional Tales Level 6 Floppy’s Phonics Non-Fiction
Oh Jack! Grow a Pumpkin
The Moon in the Pond Visit Paris
The Magic Paintbrush Giant Animals
All About Robinhood
Jack and the Beanstalk
Olympic Dreams
The Ragged School

Level 5 Oxford Literacy Web Level 6 ORT

Sir Ben and the Robbers In the Garden
Sir Ben and the Monster Kipper and the Giant
Sir Ben and the Dragon The Outing
The Genie in the Bottle Land of the Dinosaurs
The Forest Giants Robin Hood
The Stupid Ogre The Treasure Chest

Level 5 Explore with Biff, Kipper and Level 6 More Stories A

Chip A Fright in the Night
Camel Back Mountain Mirror Island
Highest Mountain, Deepest Canyon The Laughing Princess
The Treasure Map Christmas Adventure
Map, Compass, Explore The Go- Kart Race
The Strangest Beast The Shiny Key
Beast Feast
Ahlberg Collection Level 6 More Stories B
The Black Cat Paris Adventure
Bumps in the night The Stolen Crown part 1
Funny Bones The Stolen Crown part 2
Give the Dog A Bone Ship in trouble
The Last Train Homework!
Mystery Tour Olympic Adventure
The Pet Shop
Skeleton Crew
Burglar Bill
Cops and Robbers
The Man Who Wore All His Clothes
The Woman Who Won Things
It Was A Dark and Stormy Night
Dr Seuss Collection Level 6 Decode and Develop
Dr Seuss’s ABC Two Left Feet
A Fish Out of Water Land of Letters
Green Eggs and Ham On the Stage
One Fish, Two Fish, Red Fish, Blue Fish The New Year Race
The Cat in the Hat May Morning
The Cat in the Hat Comes Back The Big Foot Mystery

Level 6 Floppy’s Phonics Level 6 Songbirds

The Castle Garden Tara's Party
Top Score Paula the Vet
Mum’s Birthday Surprise Where Were You, Bert?
A Rare Pair of Bears Clare and the Fair
Change Gear Steer The Deer and the Earwig
Uncle Max and the Treasure Jack and the Giants

SELEfirst English Policy Reviewed and Updated January 2020 23

Level 6 Traditional Tales Level 6 Story Sparks
The Frog Prince Dear Mum
Monkey’s Magic Pipe Snoot
How the Bear Lost His Tail My Sabre-tooth Pet
Yoshi the Stonecutter How The Blink got its Stink
Looga and Barooga: The Treasure of Soap
Island

Level 6 inFact Level 6 Explore with Biff, Chip and

Deep Down Weird Kipper
Perfect Pets The Steam Train
Zoom Out! Faster, Faster
A Pony for a Day Grub Up
Who eats Who? Mini Beast Matter
Seeing in the Dark
Super Senses
Level 6 Oxford Literacy Web Level 5-6 Glow-worm Poetry
The Fantastic Four At Frog Farm Pet Poems
The Fantastic Four at the Seaside Special Days Poems
The Fantastic Four and the Winter Games Food Poems
What Am I For? Farm Poems
A Sheepless Night Season Poems
The Hay Cart Shopping Poems
Level 6 Snapdragons
Sam Sorts it Out Level 7 ORT
The Mole who was Scared of the Dark Red Planet
Batter, Splatter! Lost in the Jungle
The Samosa Theif The Broken Roof
Something so Big The Lost Key
The House that Jack Built The Willow Pattern Plot
Submarine Adventure

SELEfirst English Policy Reviewed and Updated January 2020 24

Level 7 More Stories A Level 7 Traditional Tales
The Motorway Rumpelstiltskin
The Bully Baba Yaga
The Hunt For Gold Cinderella
Chinese Adventure Aladdin
Roman Adventure
The Jigsaw Puzzle

Level 7 More Stories B Level 7 Story Sparks

The Power Cut The Top of the Taj Mahal
Australian Adventure Not Ethan Again
The Riddle Stone part 1 Aunty Cake
The Riddle Stone part 2
Astron
The Sea Mystery
The Big Breakfast Plughole
Looga and Barooga:The Day the Sky Went Boom

Level 7 Decode and Develop Level 7 Explore with Biff Chip and
The Portrait Problem Kipper
A Tall Tale Survival in the Artic
Detective Adventure What do we need to Survive?
The Time Capsule A Mammoth Task
Holiday in Japan Extinct Giants
Magic Tricks The Lightening Key
Safe in a Storm

Level 7 InFact Hairy Maclary

Colour Codes Basketwork, Caterwaul Caper
Bug Buzz Cat Flap, Dogs Never Climb trees
Our Class Tiger Forget-Me-Not, HM Bone
Bin Goblin H.M. from Donaldson’s Dairy
Season Swap Open the Door
History’s Marvellous Mistakes Rumpus at the Vets
Scattercat
Schnitzel Von Krum
Slinky Malinki, SIT
Zachery Quack

Level 7 InFact Level 8 ORT

Colour Codes The Kidnappers
Bug Buzz Viking Adventure
Our Class Tiger The Rainbow Machine
Bin Goblin The Flying Carpet
Season Swap A Day in London
History’s Marvellous Mistakes Victorian Adventure

SELEfirst English Policy Reviewed and Updated January 2020 25

Level 8 More Stories A Level 8 Traditional Tales
Pocket Money Twelve Dancing princesses
The Evil Genie How Anansi got his stories
Save Floppy! Little Red Riding Hood
What Was it Like? Finn MacCool
Flood!
Egyptian Adventure

Level 8 Decode and Develop Level 8 Story Sparks

The Ogre’s Dinner Doug Lugg, Boy Slug
A Lucky Find The Story of the Train Stop
The Strange Old House Pirate Percy’s Parrot
The Beehive Fence The Wish Fisher
The Secret Pop-Star Charlie and the Aztecs
A Good Turn Superhero Bunny League

Level 8 inFact Level 8 Explore with Biff, Chip and

Way-Out Day Out Kipper
Mini Marvels At the Monster Games
Wild Wheels Animal Superpowers
The Pizza Patch The Urgent Message
Beaks and Feet Smoke Signal to Smartphones
Pick Your Queen Meeting Mozart
Meet a Genius

Stage 8 Fireflies Level 7-8 Glow-Worm Poetry

What’s Inside Me Water
Shipwrecks Minibeasts
Icemaker, Icebreaker Weather
Freaky Fish School
Musician: Vanessa Mae Transport
Modern Day Explorer: Steve Fossett Family
Home
Green
Emergency
Dinosaur

SELEfirst English Policy Reviewed and Updated January 2020 26

 Literacy Links Level 9 Traditional Tales
Beauty and the Beast
The Children of Lir
Mulan
East of the Sun, West of the Sun

Level 9 Oxford Literacy Web Level 8-9 Glow-Worm Poetry

The Boy Who Cried Wolf Egg
Bears Don’t Scare Me Giant
Bertie the Lazy Crow Fox
The Lost Tail Sea
Fred’s Pram Wizard
Space

Level 9 ORT Level 9 All Stars Pack 1

Green Island
Storm Castle An Adventure for Robodog
Superdog Cosmo For Captain
The Litter Queen Farmer Skiboo Stories
The Quest The Magic Porridge Pot
Survival Adventure The Sand Witch
Charlie Stories

Level 9 More Stories A Level 9 All Stars Pack 1a

The Blue Eye Robot’s Special Day
Rescue Squirrel
Dutch Adventure Snow Troll
The Finest in the Land Terry Takes Off
The Flying machine The Lazy Giant
Key Trouble Two Brown Bears

Level 9 Decode and Develop Level 10 inFact

The Travelling Players Let’s make Comics
Princes in the Tower Burps, Scabs and Smells
The Fair Haired Samurai Skills and Thrills
Fireball in the Sky A Life in the Sky
The Journey The Dinosaur Hunter
A Knight in Town The Life of Leonardo

Level 9 inFact Level 10 Story Sparks

Rabbits, Hats and Secrets Frankenstein’s Sofa
Your Body, Inside Out The Greast Viking Ever
Big Ears and Sticky Fingers Molly Meacher
Flight or Fright? Pablos Travelling Notebook
Flying Kicks The Dog of Truth
Spread the Word Agent Blue and the Super-Smelly Goo

SELEfirst English Policy Reviewed and Updated January 2020 27

Level 10-11 Glow Worm Poetry Level 11 Story Sparks
Monkey Stanley Manners
Castle Rhyme Slime
Dragon Out of Control
Seed Do Tigers have Nine Lives?
Snow Julia Cesar
Star Agent Blue and the Swirly Whirly

Level 10 All Stars Pack 2 Level 11 Pack 3

Cleaner Genie Brer Rabbit’s Trick Bag
Town Dog Clever Monkey
Sausage PSid and Bolter
Beastly Basil Ronald the Tough Sheep
Eric’s Talking Ear The Jam Street Puzzle
High Five Henry Toffee and Marmalade

Level 10 All Stars Pack 2a Level 11 All Stars Pack 3a

Bad Cats Arabian Nights
Nelly the Monster-Sitter Dancing the Night Away
Tom Thumb and the Football Team Dick Whittington
Town Dog Duperball
Doris Bean and the Queen Mary-Anne and the Cat Baby
Disgusting Denzil The Huge and Horrible Beast
Level 10 All Stars Pack 2b Level 11 All Stars Pak 3b
Captain Cross bones and the Lost A job For George and Milo
Treasure Tiny Tiny Aliens
Betsy Birthday The Life Guard
Dragon Doughnuts Dancing Feet
Beach Detectives The Big Stink
The Chicken Who Liked Chocolate The Singing Tortoise
Stanley Stone Rocks!
Level 11 Jackdaws Level 11 Glow-Worm Poetry
In the Snow Sports
The catch Ghost
William and the Ghost Mouse
William and the Mouse Pirate
Monster
Night
Level 11 More Jackdaws Ahlberg Happy Families
The Snow Storm Mr Biff Master Salt
The Secret Cave Miss Brick Mr Tick
The Island Master Bun Master Track
The Chimney Sweep Ms Cliff Mrs Vole
Mr Cosmo Mrs Wobble
Mr Creep
Level 11 Infact Miss Dirt
Scratch’s Bad Reputations Miss Dose
Our Siberian Journey Mr and Mrs Hay
Tasty Travels Miss Jump
Top 10 Worst Jobs in history Mrs Lather
Outdoor Art Master Money
Real Heroes Mrs Plug

SELEfirst English Policy Reviewed and Updated January 2020 28

Level 12 All Stars Pack 4 Author Collection
A Sudden Drop Colin McNaughton
Mega Max Julia Donaldson
Big Top Academy Anthony Brown
Jamie Jones Jill Murphy
Terrible Tina Judith Kerr
The Great Howling Mystery Tony Ross
David McKee
Colin and Jacqui Hawkins
Nick Butterworth
Ronda and David Armatiage
Mick Inkpen
Level 12 All Stars Pack 4a Reading for Pleasure
The Crayfish Catcher
Nan and the Baaad Sheep
Griff and the Griffin
Normal Norma
Extinct
The Creature at Number 9

SELEfirst English Policy Reviewed and Updated January 2020 29

SELEfirst Progression in Reading – Running Record
PART 2 KS2

Allan Ahlberg & Colin McNaughton (author collection)

Trackers Bear Fiction
Trackers Bear Non-fiction
Trackers Elephant Fiction
Trackers Elephant Non-fiction
Trackers Frog Fiction
Trackers Frog Non-fiction
Non-Fiction

Oxford Literacy Web Stage 9

Trackers Giraffe Fiction
Trackers Giraffe Non-fiction
Trackers Parrot Fiction
Trackers Parrot Non-fiction
Trackers Tiger Fiction
Trackers Tiger Non-fiction
Colin McNaughton including Preston Pig (author collection)
Kaleidoscope Red
Non-Fiction

Blue Bananas
Wolf Hill 1 Red
Why should I? Non Fiction
Kaleidoscope Illustrated Texts
First Young Puffins
First Flight
Trackers Zebra Fiction
Trackers Zebra Non-fiction
Treetops Stage 9 Fiction
Treetops Stage 9 Non-fiction
Wolf Hill 2 Green
Wolf Hill 3 Purple
Non-Fiction

SELEfirst English Policy Reviewed and Updated January 2020 30

Treetops Stage 10
Treetops Stage 10A
Treetops Stage 10B
Treetops Stage 10 Non-fiction
Treetops Stage 10A Non-Fiction
Treetops Stage 11
Treetops Stage 11A
Treetops Stage 11B
Treetops Stage 11 Non-Fiction
Treetops Stage 11A Non-Fiction
Wolf Hill 4 Blue
Wolf Hill 5 Orange
Red Bananas
Corgi Pups
Sprinters
Jets
Meet Charlie

Oxford Literacy Web Red Corner

Geronimo Stilton
Treetops Stage 12
Treetops Stage 12A
Treetops Stage 12B
Treetops Stage 12C
Rainbow Magic Fairies
Winnie the Witch
Traditional Tales with a Twist
Young Corgi
Horrid Henry selection
Non-Fiction

SELEfirst English Policy Reviewed and Updated January 2020 31

Treetops Stage 13
Treetops Stage 13A
Treetops Stage 13B
Terence Blacker (author collection)
Dick King-Smith (author collection)
Sea Quest
Beast Quest
Dog Man
Captain Underpants
Mr Gum
Jill Murphy (author Collection)
Non-Fiction

Michael Cox (author collection)

Roald Dahl (author selection)
Allan Ahlberg (author collection)
Jeremy Strong (author selection)
Treehouse Collection
Daisy Collection
Spiderwick
Tom Gates - series
Philip Ardagh (author collection)
How to Train Your Dragon
Fairy Tales, Myths and Legends selection

Colin McNaughton (author collection)

Series of Unfortunate Events - series
Rob Childs (author collection)
Jenny Nimmo (author collection)
Michael Morpurgo (author collection)
Diary of a Wimpy Kid
Enid Blyton
Chris Riddell
David Walliams
Horrible Science
Horrible History
Fairy Tales, Myths and Legends selection

SELEfirst English Policy Reviewed and Updated January 2020 32

Y4

Paul Stewart (author collection)

Jacqueline Wilson (author collection)
Terry Deary (author collection)
Paul Jennings (author collection)
Terry Pratchett (author collection)
Harry Potter Series
Fairy Tales, Myths and Legends
World Wide Stories
Poetry
Michael Morpurgo (author collection)
David Baddiel
My Story collection
Non-Fiction

Y4+

Philip Pullman (author collection)

Philippa Pearce (author collection)
Eoin Colfer (author collection)
Anthony Horowitz (author collection)

Skulduggery Collection
Secret Garden collecton

SELEfirst English Policy Reviewed and Updated January 2020 33

Vocabulary, grammar and punctuation – Y1 to Y4

Year 1: Detail of content to be introduced (statutory requirement)

Word Regular plural noun suffixes –s or –es [for example, dog, dogs; wish,
wishes], including the effects of these suffixes on the meaning of the
noun
Suffixes that can be added to verbs where no change is needed in the
spelling of root words (e.g. helping, helped, helper)
How the prefix un– changes the meaning of verbs and adjectives
[negation, for example, unkind, or undoing: untie the boat]
Sentence How words can combine to make sentences
Joining words and joining clauses using and
Text Sequencing sentences to form short narratives
Punctuation Separation of words with spaces
Introduction to capital letters, full stops, question marks and exclamation
marks to demarcate sentences
Capital letters for names and for the personal pronoun I
Terminology letter, capital letter
for pupils word, singular, plural
sentence
punctuation, full stop, question mark, exclamation mark

SELEfirst English Policy Reviewed and Updated January 2020 34

Year 2: Detail of content to be introduced (statutory requirement)
Word Formation of nouns using suffixes such as –ness, –er and by
compounding [for example, whiteboard, superman]
Formation of adjectives using suffixes such as –ful, –less
(A fuller list of suffixes can be found on page Error! Bookmark not
defined. in the year 2 spelling section in English Appendix 1)
Use of the suffixes –er, –est in adjectives and the use of –ly in
Standard English to turn adjectives into adverbs
Sentence Subordination (using when, if, that, because) and co-ordination (using
or, and, but)
Expanded noun phrases for description and specification [for example,
the blue butterfly, plain flour, the man in the moon]
How the grammatical patterns in a sentence indicate its function as
a statement, question, exclamation or command
Text Correct choice and consistent use of present tense and past tense
throughout writing
Use of the progressive form of verbs in the present and past tense to
mark actions in progress [for example, she is drumming, he was
shouting]
Punctuation Use of capital letters, full stops, question marks and exclamation marks
to demarcate sentences
Commas to separate items in a list
Apostrophes to mark where letters are missing in spelling and to mark
singular possession in nouns [for example, the girl’s name]
Terminology noun, noun phrase
for pupils statement, question, exclamation, command
compound, suffix
adjective, adverb, verb
tense (past, present)
apostrophe, comma

SELEfirst English Policy Reviewed and Updated January 2020 35

Year 3: Detail of content to be introduced (statutory requirement)
Word Formation of nouns using a range of prefixes [for example super–,
anti–, auto–]
Use of the forms a or an according to whether the next word begins
with a consonant or a vowel [for example, a rock, an open box]
Word families based on common words, showing how words are
related in form and meaning [for example, solve, solution, solver,
dissolve, insoluble]
Sentence Expressing time, place and cause using conjunctions [for example,
when, before, after, while, so, because], adverbs [for example, then,
next, soon, therefore], or prepositions [for example, before, after,
during, in, because of]
Text Introduction to paragraphs as a way to group related material
Headings and sub-headings to aid presentation
Use of the present perfect form of verbs instead of the simple past [for
example, He has gone out to play contrasted with He went out to play]
Punctuation Introduction to inverted commas to punctuate direct speech
Terminology preposition, conjunction
for pupils word family, prefix
clause, subordinate clause
direct speech
consonant, consonant letter vowel, vowel letter
inverted commas (or ‘speech marks’)

SELEfirst English Policy Reviewed and Updated January 2020 36

Year 4: Detail of content to be introduced (statutory requirement)
Word The grammatical difference between plural and possessive –s
Standard English forms for verb inflections instead of local spoken
forms [for example, we were instead of we was, or I did instead of I
done]
Sentence Noun phrases expanded by the addition of modifying adjectives, nouns
and preposition phrases (e.g. the teacher expanded to: the strict maths
teacher with curly hair)
Fronted adverbials [for example, Later that day, I heard the bad news.]
Text Use of paragraphs to organise ideas around a theme
Appropriate choice of pronoun or noun within and across sentences to
aid cohesion and avoid repetition
Punctuation Use of inverted commas and other punctuation to indicate direct
speech [for example, a comma after the reporting clause; end
punctuation within inverted commas: The conductor shouted, “Sit
down!”]
Apostrophes to mark plural possession [for example, the girl’s name,
the girls’ names]
Use of commas after fronted adverbials
Terminology determiner
for pupils pronoun, possessive pronoun
adverbial

SELEfirst English Policy Reviewed and Updated January 2020 37