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The Subject Leaders for English are Miss Stephanie Sapsed (EYFS) and Mrs Emma Butterworth (KS1)


By the end of Key Stage 1, children should be able to:


Making inferences

  • Make simple and general inferences based on the text
  • Make simple and general predictions based on the text



  • Identify the meaning of vocabulary in context
  • Identify sequences of events in a range of straightforward texts
  • Identify how information is related and/or organised within texts


Provide simple explanations for:

  • The significance of titles in fiction and non-fiction texts
  • Events and characters’ actions
  • Key information
  • Retrieve details from fiction and non-fiction to demonstrate understanding of character, events and information


Language for effect

  • Identify simple and recurring literary language


Grammar Punctuation and Spelling

In preparing for the new statutory assessment arrangements in 2016, the government has identified the bullet points below as the ‘expected standard’ in grammar, punctuation and spelling by the end of Key Stage One.

  • Use some variety of sentence types as is appropriate to the given task, e.g. commands to instruct the reader; statements to give information.
  • Able to introduce additional detail in their writing through the use of, for example, adjectives (including comparatives), adverbs, or simple expanded noun phrases (e.g. the small cottage / the small cottage with the red door).
  • Clauses are mostly joined with co-ordinating conjunctions (and, but, or), with some use of subordination (e.g. to indicate cause or time).
  • Tense is appropriate and mostly consistent in simple and progressive past and present forms.
  • Sentences are usually demarcated with capital letters and full stops, or with appropriate use of question and exclamation marks.
  • Capital letters are used to mark some proper nouns and always for the personal pronoun ‘I’. There is some use of internal sentence punctuation, including commas to separate items in a list and apostrophes to mark contracted forms.
  • Handwriting is legible. Capital and lower-case letters are accurately and consistently formed with appropriate spacing and consistent size.


Grammar and Vocabulary

  • Demonstrate familiarity with some word classes and their use, including nouns, verbs, adjectives and adverbs
  • Apply this terminology to identify familiar words within each word class when presented in a context
  • Recognise different types of sentences, including statements, questions, commands and exclamations
  • Write different types of sentences including statements, questions, commands and exclamations when prompted
  • Understand that the coordinating conjunctions andorbut link words and clauses and use them to construct and extend sentences
  • Add a subordinate clause to a main clause using a simple subordinating conjunction (e.g. when, if, because, that) when prompted
  • Combine or expand given words to make noun phrases, clauses or sentences
  • Identify the present or past tense forms of familiar, regular verbs and some high-frequency irregular verbs (e.g. has / had)
  • Apply correct endings to regular verb forms to indicate present and past tense, including the progressive form to mark actions in progress (e.g. the lion is running / Ellie was shouting)
  • Demonstrate Standard English subject-verb agreement (e.g. we were as opposed to we was)
  • Identify and select some appropriate language for the context such as formal, informal or Standard English as appropriate
  • Understand that the prefix un- can change the meaning of some words
  • Use some straightforward suffixes to form nouns and adjectives, including the suffixes –er and –est to form comparative adjectives



  • Identify and use appropriate end punctuation for demarcating different sentence types (full stop, question mark and exclamation mark)
  • Identify and use a capital letter to start a sentence, for names and for the personal pronoun I
  • Identify and insert commas in a list of single words
  • Use apostrophes to construct simple contracted verb forms from given full forms, using correct spelling
  • Identify the correct use of the apostrophe to denote singular possession and sometimes use the apostrophe correctly for this purpose.



  • Usually accurately spell simple monosyllabic and polysyllabic words, including high-frequency homophones and near-homophones in context
  • Draw on their developing phonological, morphological and lexical awareness to apply the rules and patterns set out in the statutory Appendix 1 of the 2014 national curriculum.