Stainforth Kirton Lane Primary School




‘All will achieve’

At Kirton Lane, our curriculum is underpinned by our aims to provide all pupils with knowledge and skills in English that can be applied to the future challenges they are likely to face. We do this by ensuring there is purpose to learning and opportunities for application – demonstrating to our community that they can achieve. Throughout the wide ranging experiences we endeavour to give all our children, is our determination to encourage their resilience, perseverance, originality, pride and bravery (characteristics that have been chosen by our pupils) particularly in English. We want our children to aspire to achieve their best, be able to bounce-back from setbacks and learn from mistakes.

Reading and writing fluently, competently and appropriately is vital for wider curriculum success and for children’s future roles as active citizens. With this in mind, our reading and writing curriculum is designed to provide quality first teaching and learning.

Our English curriculum is equally designed to support our pupils to manage their emotions, deal with conflict, solve problems and understand others’ perspectives through the selected literature and writing experiences. Serving the deprived yet ambitious community we do, we are determined to ensure our curriculum is geared to ensuring equitable experiences for all – ultimately raising the ambitions and opportunities of our Stainforth community.


Take a look at our approach to teaching Reading comprehension below:

 For details on our approach to teaching phonics, please click here: Phonics


Year 6

Year 5

Year 4

Year 3


Focus on vocabulary is paramount.

 The vocabulary delivery and focus surrounds training from Ros Ferrera and focusses on vocabulary that children will come across in the text they are to engage with that session. This enables comprehension and the meaning of words in context.


One fundamental aspect is that the vocabulary explored is shared and created together with the children, a visual aid is added where possible and then expected to be referred to at a later time (with the aim to commit the vocabulary to pupils’ long-term memory).