What We Do

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Communication – English, Computing and MFL

English, Computing and Modern Foreign Languages (French)



‘I know nothing in the world that has as much power as a word. Sometimes I write one, and I look at it, until it begins to shine’

Emily Dickinson

English has a leading place in education and society. By providing a high quality education in English we will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening skills others can communicate with them in return. The use of books is vital in all year groups, and through reading we support pupils knowledge bases and encourage growth in acquiring knowledge. We are highly focussed on all pupils gaining reading fluency. We want pupils to understand the potential power of words and to begin to teach them to harness and use this to develop their cultural, social, spiritual and moral development and in turn their responsibility as global community member.


All children in Foundation Stage and Key Stage 1 have daily phonics sessions. Phonics is a crucial part of Foundation Stage and Key Stage One as it gives children confidence and helps them become independent readers and writers. At Baydon St Nicholas  we use the Department for Education approved phonics teaching programme Twinkl Phonics.  

As pupils finish the levels in phonics at the end of Key Stage 1 they (when ready) move into grammar sessions which include spelling rules and patterns. If a pupil is struggling at any point the first step will be to return to phonics instruction. When a pupil is identified as struggling they are assessed carefully to pinpoint exact gaps of knowledge. 

Phonics sessions are pitched at the age appropriate level and provide an ambitious and thorough lesson for all. Children will be supported at other times to support ‘catching up’ and to cover identified gaps.

In Year 3 pupils identified to not be reaching the level appropriate for their age will continue to be supported in phonics using twinkl rapid phonic catch up materials (leading on from the Twinkl phonics scheme).

The Enjoyment of Reading

We promote an enjoyment of reading through the following:

  • Reading corners
  • Range of books
  • High quality reading books 
  • Communicating enjoyment from being a teacher – transferred across
  • Children being read to every day – access to good stories and plots
  • Work linked to books
  • Importance of reading, prioritised across curriculum
  • Accessibility of texts: Recognition
  • Library bus
  • Book Fairs (FOBS led initiative)
  • Book swop
  • Library shelves 
  • Authors into school
  • Marlborough Literary Festival participation
  • Buddy reading sessions

The Use of Books

The use of books throughout the school is promoted and celebrated in all areas of the curriculum. Books are seen as a teaching tool, that enhances knowledge, a method of practising skills, and a social and moral guidance for pupils to learn from. 

Staff have agreed throughout the school to base some of their choices of class books/teaching texts throughout the year to cover all types of text as specified in  the ‘Five Plagues of Reading’ list. (This list was amended, complied and created by the following people or references: Aiden Severs, Ashley Booth, Doug Lemov, Gareth Baker, Gareth Denman , Matthew Dix ,  Nottingham ELS Library Service, Rob Smith , Scott Evans, Staff at Forest Fields Primary School, The Twitter community of UK teachers) The list contains books relating to the five types of text that we agree as a school children should have access to in order to successfully navigate reading with confidence. 

Class Books

Every teacher throughout the school shares a whole class reading book on a daily basis. We understand the importance of the sense of community in class that is achieved through this shared experience. A range of age appropriate texts are chosen by the class teacher and at times can offer escape, relaxation, an opportunity for pupils to hear more of the world, different worlds and experiences far beyond what they have experienced first hand at this point. Emotions, relationships, challenging ideas and hardships are explored which supports pupils development in all areas. 

Benefits of reading a whole class text include:

  • Encountering new words and enriching vocabulary
  • An appreciation of  the beauty and rhythm of language
  • Enjoyment and understanding of texts beyond their own reading ability.
  • Enhancement of imagination and observation skills
  • Improvement of critical and creative thinking skills
  • Expansion of general knowledge and understanding of the world
  • Empathy is developed as they make connections with the experiences of the characters in the text and with each other
  • Modelling of fluent and expressive reading
  • Creating a desire to read

Home Reading and the Engagement of Home

As a staff body we are in full agreement that the sharing of reading at home is vital to pupils progression in all areas of life, not just reading skill.  As a school we strive to promote home reading and provide the following:

  • In Key Stage 1 pupils are provided with phonics levelled books matching the level they are currently being taught (90-95% accessible). These books are to be used at home for a few days at a time, ensuring pupils can focus on fluency.
  • Baydon Busters – KS1. In our lower classes pupils also take home a personally chosen book from a selection of high quality books for pleasure. 
  • Each Key Stage 2 class has a class library from which to select reading material from. Upper KS2 also has access to the Wiltshire library van which visits once per month.
  • FOBS support the replenishing of books for classes, with the emphasis on providing high quality, age appropriate texts. 
  • Reading leaflets are produced and given to parents giving tips and hints on how to read with their child in EYFS.
  • Every week each child’s reading record is checked. Pupils who are struggling to read at home are identified and supported in a variety of ways appropriate to each individual child’s needs and circumstance.

Families are expected and encouraged to read with their children daily as part of home learning. At the beginning of their school journey families are provided with literature to support the teaching of reading at home. 


Writing is taught with strong, high quality texts at its core throughout the school. To support the teaching of writing, the ‘Wiltshire Progression in Writing’ Document is used (and adapted where needed) by year groups 1-6, which has examples for teachers to use and links to composition strongly.  We promote teaching through text as the starting point when appropriate.

Cultural Capital

We aim for our pupils to develop an appreciation of our rich and varied literacy heritage plus understand and expand their global understanding.

We believe books are also a vital teaching tool to promote better understanding and acceptance of all and can support and tackle ingrained issues in society, such as racism, by educating and supporting pupils to go further than those before them. Therefore the use of literature is actively promoted and used throughout the school to support pupil’s understanding, acceptance and own position/actions needed.

Speaking and Listening

We aim to develop each child’s competence, confidence and enjoyment in speaking and listening. We encourage our children to speak clearly and confidently and articulate their views and opinions. We have the expectation that children express themselves orally in an appropriate way, matching their style and response to audience and purpose. Our children have a range of opportunities to respond to literature, to give and receive instructions and to develop the skills to participate effectively in group discussions.

Throughout the school day children are involved in:

  • Speaking and listening for writing (talk for writing)
  • Asking and answering questions (see language progression below)
  •  Role-play where fictional roles are explored
  • Opportunities for Individual, small group and whole class reading aloud
  • Using spoken language to communicate and respond in normal, everyday situations
  • Adjusting what they say depending on others’ responses

Activities which are planned to encourage full and active participation by all children in all subject areas include:

  • Talk for learning
  • Discussion
  • Sharing learning in class and Sharing Act of Worship
  • Plays, productions, talent show, readings
  • Giving visitors tours of the school
  • Talking with school volunteers and visitors
  • Class debates
  • School Council

We provide a stimulating environment which arouses children’s interest and curiosity, and provide good role models for pupils. We listen carefully and with respect and interest to what the children say extend their range by encouragement, explanation and interpretation give all children equal opportunities to develop their oracy.


I think it’s fair to say that personal computers have become the most empowering tool we’ve ever created. They’re  tools of communication, they’re tools of creativity, and they can be shaped by their user.

Bill Gates


Computing is the language of the future, used to support creativity, communication and progress. Whilst technology is ever-changing and developing at a tremendous rate, we want our pupils to have an understanding and grounding of how computing is a tool for their future, regardless of the area they choose to excel in. This is backed by our adoption of each unit beginning with ‘we are’. We aim for all pupils to become confident in their use to support their learning and understanding.

Our scheme of work for Computing is adapted from the ‘Teach Computing’ Curriculum and covers all aspects of the National Curriculum. This scheme was chosen as it has been created by subject experts and based on the latest pedagogical research. It provides an innovative progression framework where computing content (concepts, knowledge, skills and objectives) has been organised into interconnected networks called learning graphs

The curriculum aims to equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum can be broken down into 3 strands: computer science, information technology and digital literacy, with the aims of the curriculum reflecting this distinction.

The national curriculum for computing aims to ensure all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (Computer science)
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (Computer science)
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (Information technology)
  • are responsible, competent, confident and creative users of information and communication technology. (Digital literacy)

E-Safety and Digital Citizenship

A key part of implementing our computing curriculum was to ensure that safety of our pupils is paramount. We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online. Children have a right to enjoy childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage.



French (Modern Foreign Languages)

A different language is a different vision of life

Federico Fellini


By learning another language we seek to open the door for our pupils in the wider world. We want to engage their curiosity by exploring the French language and using this as platform to developing greater interest and respect for cultures in different countries other than their own. Through the teaching of French from KS1 upwards we aim to increase children confidence in speaking another language, we will support pupils to understand that language has a structure and to begin to see similarities and differences between languages. 

At Baydon we have chosen to use the Kapow scheme of work in Key Stage 2. The French scheme of work aims to instil a love of language learning and an awareness of other cultures. We want pupils to develop the confidence to communicate in French for practical purposes, using both written and spoken French.

Through our scheme of work, we aim to give pupils a foundation for language learning that encourages and enables them to apply their skills to learning further languages, developing a strong understanding of the English language, facilitating future study and opening opportunities to study and work in other countries in the future.

The French scheme of work supports pupils to meet the National curriculum end of Key stage 2 attainment targets.

Whilst there is no Key stage 1 attainment targets for Languages we ensure that pupils are exposed and have opportunities to use basic vocabulary during reception and Key Stage 1 ensuring they have a basis to build their learning on when they enter the more formal French curriculum.