English
Vision
At Holly House School, we endeavour to use language, communication and literature to enhance students’ learning experiences and support them in developing as confident, independent individuals. We recognise the transformative impact that engaging with English can have on individuals and communities. Through reading, writing, speaking and listening, we broaden students’ understanding of themselves, others and the world around them, promoting respect for diverse perspectives and experiences. We empower students to explore ideas, be self-reflective and develop their own voice. By encouraging them to embrace mistakes, take supported creative risks and communicate with confidence, we nurture strong relationships—with others and with learning. Through fostering responsibility, we support students to take ownership of their communication and progress. As a community that builds ambition to achieve potential, we enable all learners to develop the confidence, skills and self-belief needed to engage meaningfully with the wider world.
Intent
The English curriculum at Holly House School is designed to instil a passion for language, communication and literature, enabling all pupils to develop the knowledge, skills and confidence to express themselves and understand others. Pupils engage with a broad and diverse range of texts and experiences that promote respect for different cultures, viewpoints and lived experiences. Alongside this, they develop essential communication, reading and writing skills, carefully adapted to meet individual needs and starting points. The curriculum provides frequent and meaningful opportunities for pupils to express their ideas, thoughts and emotions through speaking, listening, reading and writing. Communication is prioritised as the foundation for building positive relationships, supporting pupils to interact effectively and feel heard. Learning is personalised, inclusive and ambitious. Pupils are supported to take responsibility for their progress, develop resilience and build independence. Through relevant, real-life contexts, the curriculum fosters curiosity, aspiration and an understanding of English as an essential life skill.
Implementation
The English curriculum is delivered through an inclusive approach, ensuring all pupils can access and succeed in their learning. Learning is carefully structured to balance speaking and listening, reading and writing, with planned opportunities for repetition and overlearning to secure key skills. High-quality, diverse texts promote engagement, enjoyment and cultural awareness. Teaching is rooted in meaningful, real-life contexts, enabling pupils to apply their skills beyond the classroom. Consistent routines and a nurturing environment support confidence, risk-taking and independence, while positive relationships remain central to learning. Assessment is ongoing and responsive, tracking progress from individual starting points and informing next steps.
Impact
Pupils leave Holly House School as more confident, effective communicators who can express their thoughts, needs and feelings in ways that are meaningful to them. They make strong progress from their individual starting points across all areas of English, with achievements recognised at every stage. Pupils develop increased independence, resilience and willingness to engage, taking pride in their communication and learning. Learners show a growing enjoyment of reading, stories and language, engaging with a range of texts and ideas while developing curiosity about the world. They build stronger relationships through improved communication and demonstrate greater responsibility for their learning. By applying their skills in real-life contexts, pupils are better equipped to navigate everyday situations and participate in their communities. As a result, they leave as confident individuals with the literacy, communication skills and ambition needed to achieve their full potential.
English - Curriculum Delivery
english sow ks2 3 curriculum delivery .pdf
English - Knowledge and Skills Mapping
english knowledge and skills mapping.pdf
