English/Reading Schemes


English curriculum statement 

English at Kemball is taught discretely across all pathways in addition to the core skills of reading, writing and spoken language underpinning our entire curriculum. 

Multisensory and Engagement pathways – 

English is taught as ‘Cognition, Communication and Language’. Pupils are immersed within a sensory story that focuses on individual targets. Communication is developed through the use of a total communication approach. This includes: Intensive Interaction, PECs, Makaton, and Communication books/boards, PODD and Speech and Language Interventions. Mark making, fine and gross motor skills are incorporated into the curriculum through the sensory story, activity carousel and topic afternoons. Reading skills are taught through discrete, daily phonics sessions and through book handling, song and rhyme (at an age appropriate level). Pupils are immersed with signs, symbols and text at all opportunities to ensure pupils can access the world around them. 

Progression and Functional pathways – 

Within the progression and functional pathways, the curriculum is designed to enable pupils to develop fundamental English skills through a ‘spiral’ approach. A high quality text each half-term forms the basis of the English curriculum with the text being linked to the overall theme for that term. The different themes provide varied contexts for learning and provide opportunities for pupils to apply their developing English and wider curriculum skills. The nature of the ‘spiral’ curriculum enables pupils to frequently revisit a skill, several times throughout the academic year and throughout their school career. The progression of the skill will develop with each revisit based on the individual pupil’s needs and ability. Progression of a skill may be seen in the form of increased independence, quicker recall, and application to other contexts, heightened focus and concentration or through specific, personal related targets linked to the pupil’s wider development. The repetition of skills through different themes and texts allows for new learning to build upon previously acquired knowledge and applied into new contexts enabling our pupils to make more meaningful and memorable links across the curriculum. 

Through each text/theme, pupils will develop skills from the following key areas (adapted from the National Curriculum English programme of study) – 

Spoken Language and Communication 

· Speaking, listening, responding, discussing; poetry (this may be through rhymes, chants or song) and drama. 


 · Word recognition, decoding/encoding, word structure and spelling. 

· Comprehension; understanding and interpreting texts; engaging and responding to texts. 


 · Transcription; spelling and handwriting. 

· Composition; articulating ideas and structuring them in communication and writing

The high quality text for each half-term will be a work of fiction, with non-fiction texts/skills being integrated into the overall theme over the half-term.

Some pupils within the functional pathway will work towards Functional skills exams. These classes will use the examination scheme of work as a basis for their curriculum. Other classes in the functional pathway will follow the curriculum stated above for one half term, followed by a half term with a functional focus where they begin to apply their English skills to the world around them. These follow the themes of: ‘Me and My World’ ‘World of Work’ and ‘Out in the Community’. 

Phonics curriculum statement 

The Read Write Inc. scheme is used consistently across the school, with the scheme adapted for each pathway. Phonics is taught daily for all pupils across the school with the key phonic skills underpinning all subjects across the school curriculum. 

Multisensory pathway – 

Phonics is taught daily using the revisit and review, teach, practise and apply structure. Every day, the sounds previously taught will be reviewed. There will then be a focus letter of the week. Each day, the ‘practise and apply’ aspect will focus on this letter through either a sound focus, a sound story, body percussion or environmental sounds. On a Friday, the ‘practise and apply’ aspect is a reflection session where all taught sounds are used for sensory exploration and tactile mark making.

Engagement pathway –  

Phonics is taught daily following the revisit and review, teach, practise and apply structure. Every day, the sounds previously taught will be reviewed followed by a focus letter of the day. Each day, the ‘practise and apply’ aspect will focus on this letter using a PowerPoint for visual reference linked to different sensory items for that letter. Fine motor and gross motor opportunities are planned within the practise and apply aspect of the session.  

Progression and functional pathways – 

Phonics is taught daily following the revisit and review, teach, practise and apply structure and includes equal emphasis on reading and spelling. New sounds will be introduced at an appropriate pace for the pupils, with segmenting and blending skills being taught at all levels. ‘Red words’ should be taught alongside sounds both for reading and spelling. All pupils have a RWI reading book matched to their current phonics level that is used for 1:1 reading sessions.

If a pupil has completed the RWI scheme, they progress onto the accelerated reading scheme with phonics still being taught daily to encourage retention of skills

and application in spelling.  Pupil’s comprehension is assessed using the Star Read tests and AR quizzes linked to their individual reading books. Pupils should have an AR reading book matched to their reading level that is used for 1:1 reading sessions. 

Guided reading sessions are taught weekly for all pupils in the progression and functional pathways. These are small group’s sessions with texts that are appropriately matched to the groups reading level. There is a clear reading focus for the session that is taught and modelled by the teacher or TA running the session.

Within the progression and functional pathway, all classes have ‘class story’ time to model reading for pleasure and to engage and excite learners to read for different purposes. 

All pupils read 1:1 with an adult at least once a week and have 1 guided reading session

At Kemball we use the Read Write Inc reading scheme and Accelerated Reading Books