Spelling
Our Approach to Spelling
At our school, spelling is taught as part of our wider BARRIERS Curriculum, ensuring every child develops the knowledge, skills and confidence to become a fluent and independent writer. We recognise that secure spelling knowledge unlocks access to the full curriculum and enables pupils to communicate their ideas with precision, creativity and confidence.
From Nursery onwards, children are immersed in a language-rich and print-rich environment that builds their understanding of sounds, vocabulary and structure. Through stories, rhymes, songs and conversation, they develop phonological awareness and early sound discrimination—the foundations for spelling success. This reflects the Strong Foundations in the First Years of School guidance, ensuring children acquire the essential knowledge they need for later learning.
Broad and Balanced
Our spelling curriculum is fully integrated into English and across the wider curriculum. Children encounter and apply spelling in reading, writing, and subject-specific contexts. They develop the vocabulary, accuracy and fluency needed to express ideas confidently in every subject.
Academic and Research-Based
Our approach is grounded in research and national guidance, drawing on the Writing Framework (DfE, 2025) and the Ofsted English Research Review (2022). We teach spelling systematically and cumulatively using the Read Write Inc. (RWI) programme in Early Years and Key Stage 1, building secure phonological knowledge before introducing morphology, etymology and more complex spelling patterns in Key Stage 2.
Rigorous
A carefully sequenced Spelling Long-Term Plan ensures progression from phoneme–grapheme correspondence to fluent application of spelling conventions. Daily teaching, dictation and frequent retrieval practice promote automaticity. Teachers model and explicitly teach spelling strategies, enabling pupils to recall and apply spelling patterns with confidence.
Fostering Independence
Pupils are taught to take ownership of their learning by applying strategies for checking and improving their spelling. Through self- and peer-assessment, they develop metacognitive awareness of their writing process, becoming increasingly independent and reflective writers.
Experiences
Spelling instruction is embedded within meaningful writing experiences. Children apply their knowledge in authentic contexts (writing for real audiences and purposes) so that spelling supports composition rather than distracts from it.
Rooted in Reading
Our approach is firmly rooted in reading. As pupils encounter a wide range of texts, they develop awareness of spelling patterns, vocabulary and morphology in authentic contexts. Teachers make explicit links between decoding for reading and encoding for spelling, reinforcing both strands of literacy.
Secondary Ready
By the end of Year 6, our pupils can spell accurately and fluently, using their secure understanding of phonics, morphology and etymology to support sophisticated writing. They are confident, articulate learners—secondary ready, equipped with the knowledge and habits that enable them to meet the challenges of the next stage in their education.
Our approach ensures that spelling is not taught in isolation but as a vital part of a Broad, Balanced and Research-informed curriculum that prepares every pupil for academic success and lifelong literacy.