Pupils are organised into groups according to their ability. There are two more able groups and two less-able groups in each year. These groups are not static since progress is reviewed and children are moved up and down if good progress is being made or the department feels that a child would benefit from extra help in a smaller group.

Class teachers are responsible for planning the work for their classes and individual pupils, within the framework developed by the department as a whole.

The department enlists the help of the Learning Support Service as often as is possible and endeavours to improve literacy by shared reading organised by the SENCO. Some less able pupils also work on the "Success Maker Program" in the RED room.

The teaching groups are set on ability, in two broad bands as has been mentioned earlier in this document. In the bottom band, there is one smaller group of pupils who are able to have extra help with basic skills.

Each group is taught at a pace which enables pupils to reach their potential. Differentiation occurs within the sets by setting open-ended tasks both in class and for homework. Differentiation occurs by outcome within the set and by setting within the year.

Children are encouraged to improve their spelling by using the following method: Look, Say, Cover, Write, Check

Homework is an integral part of work in English. We expect all pupils to complete homework according to their individual needs and abilities. In general two homeworks are set each week.

In lower school one homework is usually devoted to reading, whilst the other is often a writing task, though the latter can sometimes be a research task, oral task, preparation for work etc.

In upper school, homework is set over a longer period of time since it usually consists of the preparation for, or completion of, a coursework assignment for GCSE. Deadlines are made clear when the work is set.