At St. Andrew’s Primary School, to support early reading and writing, we are currently revising the way in which we teach phonics and looking at a revised programme called “Little Wandle Letters and Sounds Revised Progression” as the foundation of our phonics approach.

This document is available to view here.

Download: Little Wandle Programme Overview

At St, Andrew’s, grammar is an integral part of our English curriculum. The National Curriculum that children follow in English schools puts a great deal of emphasis on children understanding English grammar. At the end of each key stage (Year 2 and 6), children sit a Grammar, Punctuation and Spelling test.

Here is a grammar glossary that tells you all of the different grammar terms used and their meanings for each year group.

Download: Grammar Glossary


Within Reading children use a number of skills to develop their reading skills across the school. The criteria for Reading for each year group can be downloaded below.

Download: Reading Criteria


The criteria for Reading for each year group can be downloaded below.

Download:Writing Criteria


Key Spellings for Years 3,4,5 and 6 can be downloaded below.


Year 3 Spellings

Year 4 Spellings

Year 5 Spellings

Year 6 Spellings

Going for Gold!

To be Gold in Writing:

  • Use all the writing criteria for the year group in every piece of writing.
  • Write different types of texts which interest the reader.
  • A wide variety of sentence styles are used.
  • Year group words are spelt accurately.
  • A wider variety of punctuation is used, correctly.
  • The grammar used is accurate.
  • Vocabulary is more adventurous and creates an effect.
  • Handwriting is well-developed for the year group standard.

To be Gold in Reading:

  • Read a wide variety of books with fluency and intonation.
  • Use a wide range of reading skills to gain a thorough understanding.
  • Make inferences when reading which can be fully explained.
  • Develop fuller comprehension answers using evidence from reading.
  • Make links or comparisons within and across books.
  • Explain and discuss their understanding of books to a high standard.

Problem Solving


  • Inference: jigsaw puzzle-what you can see or have read + what you know=inference.
  • Predictions: considering what might happen next/why.
  • Selecting relevant evidence to support ideas.
  • Summarising: deciding which parts of the text are most relevant and recording in a given number of words.
  • Questions: considering questions which are relevant to the text and then what the answers would be.
  • Clarifying language choices using the text-reading within context.
  • Identifying problems/solutions in stories.
  • Finding out what is implied and not just stated.
  • Comprehension: finding the right answers using the text.
  • Retelling a story/details of a text in your own words.
  • Forming opinions when reading.
  • Reflecting on the text.
  • Forming pictures in your head of what has been read.
  • Identifying the most important information.
  • How to read, being aware of certain types of punctuation/being able to read unknown words successfully. Ordering events.
  • Using strategies to read unfamiliar words/gain meaning.
  • Considering the thoughts of characters.
  • Using a dictionary/thesaurus-when looking up new words, understanding you may need to use the root word, or use the second/third letter to locate words.
  • Discussion will also be used in reading activities which is part of the problem-solving process.


  • Forming a plan for written tasks.
  • Considering how to structure written tasks.
  • Précising information.
  • Narratives: creating problems and solutions.
  • Ensuring all elements have been included for the text type or that the year group criteria has been included.
  • Considering the most effective language to include.
  • Deciding on the punctuation to include/how to use it.
  • Establishing the best way to present written tasks.
  • Deciding whether writing makes sense and if not, how to correct it.
  • Considering whether spelling is correct, then establishing how to correct it.
  • Discussion writing: deciding on viewpoints.
  • Instructions: ordering the instructions.
  • Explanation: deciding how something works.
  • Letters: deciding who to write to and why.
  • Persuasive writing: deciding the best way to persuade, which techniques to use.
  • Recounts: establishing the order of events, the chronology.
  • Establishing the audience for written tasks and what the purpose is.
  • Translating written information into pictorial form or diagrams.
  • Writing word problems.
  • Understanding how to use vocabulary in context.
  • Using the correct grammar when writing.
  • Discussion will also be used in writing activities which is part of the problem-solving process.

Here are examples of super Reading, Writing and Handwriting from across the school.

Download:Examples of Children’s Work – Writing & Reading