Welcome to the English Page


A copy of our Intent, Implementation and Impact information can be found Here 



To ensure that all of our pupils are at the centre of a broad, varied and interesting learning experience and to equip each pupil for their future; in the hope that they will acquire the personal qualities, attitudes, skills, knowledge and understanding necessary for personal fulfilment and a developing social responsibility. The holistic nature of our practice will promote positive mental health and well-being and will enhance our pupils’ life skills and social skills.


The English Curriculum at The Mendip School is broad and balanced for all pupils. The National Curriculum forms part of the whole school curriculum: the programmes of study for English are followed where they are relevant and accessible, though this may well be at a different Key Stage.

The curriculum is planned very carefully to make sure it meets the particular learning needs of all pupils, whatever their attainment and ability. There is no yearly overview or sequence of units. Instead, each Class Teacher is given the autonomy to decide how, what and when the English skills are taught to their pupils. The school works with many pupils for whom the age-related expectations set out in the National Curriculum are not appropriate. We use frameworks to plan and assess Reading, Writing, Speaking and Listening. The school also adapts its approaches to the curriculum for pupils with different needs and in different school phases.


The English Curriculum at The Mendip School is completely personalised for all pupils and uses a range of approaches and teaching styles with lots of explanation, modelling, scaffolding and practice. There are differentiated curriculums and the school adapts its approaches to the curriculum for pupils with different needs and in different school phases. The phases are:

Holistic Curriculum

Our holistic curriculum supports pupils to learn English skills at their own level and with real life experience, this can be trips and visits to the community, play and engagement, social skills and interactions, etc walks in our local environment, mark making, as well as sharing books and reading.

Formal Curriculum

Some pupils are able to follow the National Curriculum and access exams at either Entry Level, GCSE or Functional Skills in English Language.

Every teacher has the highest learning expectations and the teaching styles and resources meet the pupils needs including multi-sensory activities and over learning.

Sounds Write

At The Mendip School we use the Sounds Write Phonics programme, which is a highly structured, incremental and code-oriented, instructional approach, to teach children to read and spell. Throughout, Sounds~Write promotes the use of multi-sensory engagement with the materials pupils are working with in a manner that is commensurate with the level and abilities of the children being taught. Visual, auditory and kinaesthetic activities are at all times combined simultaneously to promote learning. Pupil’ phonics levels are monitored every term to ensure that sessions are relevant and targeted.


We also use Nessy, which is a highly structured, sequential, cumulative and systematic phonics based learning programme which uses multisensory activities, to teach reading and spelling.

Accelerated Reader

Accelerated Reader is a whole class management and monitoring programme that aims to foster independent reading throughout the school. Pupils read a book, take an online quiz and get immediate feedback.  They are aided in their selection of the next book by the monitoring software which will guide the level of difficulty for their choice. The programme encourages pupils to read independently and more importantly at their own pace and level.

Precision Teaching

For those children who find learning to read using Phonics difficult, we also use Precision Teaching. Carefully designed tasks allow children to practise key skills, such as reading High Frequency


Handwriting at The Mendip School is taught on many levels. From gross motor skills development to fine motor skills and then to specific handwriting, we are able to address many skills at an individual level.

Within gross motor skills, supporting strategies such as music and movement, PE and large scale body movement, as well as links with the occupational therapist and sensory development ensures that pupils are able to improve their arm movements as well as core stability.

Within fine motor skills work we are able to support pupils in their muscle strength and finger dexterity which ensures pencil grip and control are supported when they are ready to mark make and form letters or symbols. Activities such as developing their pincer grip and manipulating materials are seen throughout the school.


  • Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded.
  • Pupils will have a wide vocabulary
  • Regular opportunities for retrieval practice to improve both their fluency and mastery
  • Progress is measured using formative approaches using the B level frameworks. Assessment informs planning and targets for personalised learning for each pupil
  • Other means of evaluating progress is achieved through: Learning Walks, Book Scrutinies, Moderation, Observations
  • Summative data is recorded on the Education Health Care Plan which is reviewed annually and it is also recorded on Evidence for Learning.