Subject Leader: Mr Johnson
1. Our Literacy Curriculum
At Coalbrookdale CE Primary, we believe Literacy is the foundation for all learning and a vital life skill. Through reading, writing, speaking and listening, children learn to express themselves, understand others, and explore the world around them. We use the Talk for Writing approach to make learning engaging, structured and fun, helping children build confidence and creativity in their communication.
Our Christian values of compassion, respect and perseverance are woven through the texts we explore and the stories we share, encouraging children to reflect on moral choices and celebrate diverse voices. Literacy is brought to life through exciting enrichment opportunities such as author visits, themed days, book fairs, writing competitions and drama workshops. These experiences inspire a love of language and help every child find their voice. We aim to nurture confident, thoughtful communicators who are well-prepared for the next stage of their learning and life beyond primary school.
2. Subject Vision and Intent
At our school, Literacy is the foundation for learning, communication and personal growth. Through a rich and inclusive curriculum, we empower children to become confident readers, expressive writers, and thoughtful speakers. Rooted in our Christian ethos, Literacy promotes compassion, respect and understanding by exploring diverse texts and voices that reflect moral and spiritual values. As pupils progress, they develop essential skills in comprehension, composition and critical thinking, alongside experiences that nurture empathy and cultural awareness. Literacy prepares our children to engage meaningfully with the world beyond primary school, equipping them with the tools to express themselves, connect with others and flourish in their future learning and lives.
3. Implementation — How the Curriculum Is Delivered
Our literacy curriculum is carefully sequenced to build knowledge and skills progressively from EYFS to Year 6, ensuring pupils develop fluency, confidence and creativity in reading, writing, and spoken language. We use the Talk 4 Writing approach to embed high-quality model texts, oral rehearsal and structured writing processes. Teaching is adapted to meet the needs of all learners, including those with SEND and disadvantaged pupils, through the use of word mats, spelling aids and visual prompts. Staff receive regular training from Talk 4 Writing specialists to maintain strong subject knowledge and consistency in delivery. Enrichment opportunities, such as visits and themed days, inspire engagement and deepen learning. Our curriculum is further enriched through links with the local community, church partnerships and shared reading events that promote a love of literacy and strengthen cultural and spiritual connections.
4. Inclusion and SEND
Our Literacy curriculum is designed to be inclusive, ambitious and accessible for all pupils. Flexible teaching groups allow targeted support and challenge, while pre- and post-teaching sessions help pupils with SEND and additional needs to access core learning and consolidate understanding. Teachers use a range of adaptive strategies—such as word mats, spelling aids, and visual prompts, to remove barriers and promote independence. Progress is monitored through regular formative and summative assessment, with termly tracking of SEND pupils against personalised literacy targets. These approaches ensure that all children make progress from their starting points and experience success. Literacy also plays a vital role in promoting wellbeing, confidence, and a sense of belonging by giving every child a voice and opportunities to engage with texts that reflect diverse experiences and values.
5. Personal Development and Cultural Capital
Literacy plays a vital role in shaping pupils’ personal development and cultural capital. Through a diverse range of texts and purposeful writing opportunities, children explore moral dilemmas, cultural perspectives and global themes that deepen their understanding of the world and their place within it. The subject fosters resilience, curiosity and independence by encouraging pupils to express ideas, take creative risks and reflect critically. Collaborative activities such as shared reading, peer editing, and discussion promote teamwork and respectful dialogue. Literacy equips pupils with the confidence, empathy, and communication skills needed to flourish beyond primary school and engage meaningfully with the wider world.
6. Impact — Monitoring, Evidence and Outcomes
The impact of Literacy at our school is monitored through a robust cycle of lesson visits, book looks, planning reviews, data analysis and pupil voice. These approaches provide a clear picture of teaching quality, curriculum coverage and pupil progress. Feedback from pupils and staff indicates that children enjoy Literacy and are able to recall and apply key knowledge and skills over time. Recent developments include oracy training for the subject leader, specialist Talk for Writing CPD, external consultancy support and updates to our handwriting policy and long-term planning. These have strengthened consistency and raised expectations across the school. Our next priorities are to embed the revised long- and medium-term overviews and to ensure poetry is taught consistently and creatively throughout the curriculum.
7. Subject Leadership and Development
The Literacy subject leader supports staff through half-termly monitoring in collaboration with Talk 4 Writing specialists whilst using pupil, staff, and parent voice to inform development. Regular CPD sessions are delivered to strengthen practice and specialist training in oracy whilst Talk 4 Writing training has been disseminated following the subject leader’s own professional development and visits to model school. Staff have also had opportunities to observe effective practice in other settings. Good practice is shared through staff meetings and collaborative planning, ensuring consistency in teaching and assessment across the school. Staff have regular opportunities to internally moderate writing across year groups, ensuring consistency in assessment and supporting accurate and effective judgements in Literacy. This approach promotes confident teaching, secure subject knowledge, and high-quality Literacy provision for all pupils.