English

Transforming lives through God’s embrace.

Charlton is a school of sanctuary, where spirituality is embraced in all its forms. As Jesus taught us, we love, support and celebrate our whole community. Our mission to widen horizons, nurture and challenge enables our children to become global citizens, who strive to make a positive impact on our world.

“A new commandment I give to you, that you love one another; as I have loved you” John 13:34

Our vision:

Today’s society sees our children living more and more online, with fewer opportunities to engage with reading, communication and literacy in general. These issues could be affecting some of our children. Our locality and the deprivation within our community does not always readily provide children with opportunities to engage with reading and many of our families look to us to provide children with a life outside of a computer or television screen. Our school values underpin our English Curriculum. At Charlton CE Primary School, we believe that English and communication are key life skills. Through the English curriculum, we will help children develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. English is at the heart of all children’s learning. 

Aims
All pupils at Charlton have opportunities to:

• Speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them; they will learn to listen and to be thoughtful. 
• Become fluent and critical readers which enables them to access all areas of the curriculum and the world beyond school, thus widening their horizons.
• Leave Charlton having developed a life-long love of reading and place value in written text, with an understanding of how reading for joy can positively impact their mental health and enable them to become effective citizens of the future.
• Have access to high quality teaching and learning of phonics, with staff setting high expectations of achievement.
• First master phonics in order to access the curriculum and thrive at school.
• ‘Keep up, not catch up’. Early identification of gaps in English enables us to intervene swiftly to enable a child to ‘keep up’.
• At termly pupil progress meetings, children are identified on provision maps and planned for accordingly for the following term by class teachers and senior leaders.