Spelling at Bromet Primary School

At Bromet Primary School, we recognise that secure spelling is an important part of becoming a confident and fluent reader and writer. Our spelling curriculum develops progressively from children's early phonics knowledge to the increasingly complex spelling patterns, vocabulary and word structures required by the end of Key Stage 2.

Spelling is taught explicitly and revisited regularly. Pupils are encouraged to understand how words work, recognise patterns, make connections between related words and apply their knowledge independently when writing across the curriculum. Weekly spelling lists support this learning but do not replace direct teaching and purposeful practice.

Intent

Our aim is for pupils to become increasingly confident, accurate and independent spellers. We want children to:

• build securely on their phonics knowledge;

• recognise and apply common spelling patterns and rules;

• understand that spelling rules may include exceptions;

• develop strategies for attempting unfamiliar words;

• learn and apply age-appropriate common exception and statutory words;

• explore word families, prefixes, suffixes and word origins;

• make connections between spelling, vocabulary, reading and writing;

• proofread their work and identify possible errors independently; and

• apply their spelling knowledge confidently across the curriculum.

Implementation

Key Stage 1

In Key Stage 1, spelling is closely linked to our Monster Phonics programme. Teachers select weekly words from the Monster Phonics progression so that pupils practise the sounds, graphemes and spelling patterns currently being taught or revisited.

Children also learn age-appropriate common exception words. Previously taught sounds and patterns are revisited regularly so that pupils develop secure recall and learn to apply their phonics knowledge when writing, rather than simply memorising unrelated lists of words.

The number and level of weekly words are matched appropriately to pupils' age and stage of development.

Key Stage 2

In Key Stage 2, pupils follow Superhero Spelling, which provides a structured approach to teaching the spelling patterns and rules set out in the National Curriculum.

Teaching provides regular opportunities to:

• explore and investigate spelling patterns;

• identify rules, exceptions and common misconceptions;

• understand the meaning of unfamiliar vocabulary;

• examine prefixes, suffixes, root words and word families;

• make links between spelling and word origins;

• practise words through a range of oral and written activities;

• revisit previously taught patterns; and

• apply spelling knowledge within independent writing.

Weekly spelling words reinforce current learning and provide opportunities for practice at school and at home. Regular spelling checks, alongside evidence from pupils' independent writing, help teachers identify patterns and words that need further teaching or revisiting.

In Year 6 , spelling teaching consolidates the knowledge developed throughout Key Stage 2. Pupils revisit important spelling patterns, common misconceptions and words from the Year 5 and Year 6 statutory spelling list.

Teaching also reflects the spelling knowledge and conventions pupils are expected to understand for the Key Stage 2 Grammar, Punctuation and Spelling assessment. The spelling sequence includes focused teaching of key patterns followed by mixed retrieval and revision as pupils approach the end-of-Key-Stage assessments.

The core weekly words are selected to secure the expected Year 6 spelling knowledge. Challenge is provided through dictation, proofreading, word families, vocabulary work and applying familiar rules to unfamiliar words, rather than simply giving pupils longer or unrelated lists.

This supports pupils' preparation for statutory assessment while maintaining the wider priority of applying accurate spelling independently in everyday writing.

A Progressive and Inclusive Approach

Our spelling curriculum is designed so that knowledge develops progressively:

Phonics and early spelling -> spelling patterns and rules -> increasingly complex vocabulary and word structure -> confident and independent application

Teachers regularly revisit previous learning because secure spelling develops through repeated exposure, practice and application over time.

Where pupils need additional support, teaching may be adapted through targeted phonics work, additional modelling, shorter practice sets, scaffolds and opportunities to revisit earlier spelling patterns. Pupils who are ready for greater challenge apply spelling knowledge to less familiar vocabulary, investigate morphology and etymology, and explain the reasoning behind spelling choices.

Impact

Through our approach to spelling, we aim for pupils to:

• demonstrate increasing accuracy in independent writing;
• recognise and apply spelling patterns with greater confidence;
• use appropriate strategies to attempt unfamiliar words;
• develop an increasingly secure knowledge of common exception and statutory spelling words;
• identify and correct errors when proofreading;
• transfer spelling knowledge into writing across different subjects; and
• leave primary school with the spelling knowledge and strategies needed for the next stage of their education.

Teachers monitor spelling through regular checks, work in books, pupil discussions and pupils' ability to apply taught patterns independently. This information is used to identify strengths, address misconceptions and plan appropriate support or challenge.

Spelling is therefore not viewed simply as a weekly list of words to learn. At Bromet, it forms part of our wider approach to developing confident, fluent and thoughtful writers.