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At Cavendish we want our children to:

  • have a love of reading.
  • read easily, fluently, with prosody and with good understanding.
  • read widely and frequently, for both pleasure and information.
  • acquire a wide and rich vocabulary, an understanding of grammar and knowledge of linguistic. Conventions for reading, writing and spoken language.
  • appreciate our rich and varied literary heritage.
  • write clearly, accurately and coherently, adapting their language and style in and for range of contexts, purposes and audiences.
  • be able to elaborate and explain clearly their understanding and ideas.
  • be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
  • learn and apply rules of spelling and grammar.
  • practice learning material by heart.
  • apply sound literacy skills across the wider curriculum. 


Speaking and Listening

Cavendish is a language rich school where breadth of vocabulary and the precision of choosing the most suitable vocabulary is modelled by adults and encouraged in all children.  We adopt a Word Aware approach to aid the development of children's language which is cross curricular.


The teaching of reading is delivered daily across the whole school, with careful timetabling to ensure that all children work with an adult to develop their reading skills at least three times a week.  These reading sessions cater for readers of different levels whilst developing skills to understand and analyse text through different lenses.  Children take appropriate reading books home as well as books to share and enjoy for pleasure; some of which are chosen from our very well-stocked library. Each class enjoys a class book shared in daily story time to promote reading for pleasure and expose the children to a range of quality texts.  Additional reading support is provided through support programmes organised in school as well as reading with parent volunteers and those from Coram Beanstalk.  Permeating our approach to reading is the Get Hounslow Reading initiative which we have joined this academic year. 

I love reading because it makes me feel inspired and helps my vocabulary

                                                                                                                          Christian, Year 6 



We use Pathways to Write to provide a well-structured and rigorous programme of teaching that is carefully sequenced to make class progress within each year group and from year to year.  The teaching of writing is based around the use of quality picture books that enable rich vocabulary to be learnt and used whilst developing written structures and devices taught through a purposeful focus.  Spelling and grammar are taught through writing so that it is promoting the expectation of application of these skills.  In addition, we expect our children to be able to practice their writing skills through high quality and purposeful opportunities across the wider curriculum.

Children needing further support to grasp techniques for writing will be supported through intervention such as Pathways to Progress to enable them to keep up.


By the end of Year 6 we want our children to: 

  • read a wide range of genres with fluency, prosody and understanding.
  • use vocabulary in discourse to fit the purpose and audience.
  • write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader.
  • describe settings, characters and atmosphere in narratives.
  • integrate dialogue in narratives to convey character and advance the action
  • select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately.
  • use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs.
  • use verb tenses consistently and correctly throughout their writing.
  • use the range of punctuation taught at key stage 2 mostly correctly.
  • use taught spellings in their writing and be able to use a dictionary.
  • maintain legibility in joined handwriting when writing at speed.


Pupils’ reading is a priority. This begins in the early years. Staff have been well trained to teach phonics with precision. Staff check regularly pupils’ reading and match the books they read to the sounds they know. This helps pupils to become fluent readers. Leaders quickly identify any readers who are struggling. Time and support are in place to help
these pupils catch up. There is a love of reading across the school. Pupils enjoy being read to during story times.

Ofsted, November 2022