We aim to inspire a deep love of reading in our pupils.  Abundant reading ensures a rich vocabulary, confidence with following a narrative, imaginative engagement with stories and proficiency in using reference and non-fiction material.

In the early years each child’s reading is listened to every day, and, once they can read independently pupils enjoy daily reading and study sessions.

Children are encouraged to read bravely and widely with the help of recommended book lists, set texts and use of the well-organised and profusely stocked classroom and senior department libraries. There are regular visits to watch performances of works being studied ranging from The Velveteen Rabbit and The Selfish Giant to Othello and The Merchant of Venice.

Creative writing

Children develop fluency on the page and an enthusiasm for expressing their ideas. They learn to entertain and inform the reader through stories, poems and writing for a practical purpose.

By the end of Sextus all children are writing in a cursive script and using an ink pen. Children’s hand written work is displayed throughout the school to demonstrate progress and inspire younger years.

Age 12 poem

Age 5 essay


Half termly essay competitions in the Senior Department celebrate writing across the year groups and selected pieces are read out in assembly by English teachers: each single title produces so many different stories!

Shown here are the openings of two essays on the theme of Metamorphosis, from the essay competition held in Spring 2019.


My eyes gradually opened to the sound of the birds at dawn. As I blinked my eyes, I noticed that there was an uncomfortable feeling on my back. I yawned and stretched. Strangely, when I emerged from my bed, I felt a weight bringing me down…


I woke up. Everything seemed smaller than usual, much smaller. I sat up and banged my head on the ceiling. The ceiling?


From their earliest days at Trevor-Roberts, children are encouraged to speak and perform in front of their peers and adults, reading or reciting poetry both classical and modern in the two assemblies.

Under the direction of the English teacher, each form puts on two major dramatic productions during the school year. This allows every child to work co-operatively with their peers, exploring character and action.

Each pupil’s talent is recognised and acknowledged. The confidence this brings fuels academic progress: pupils discover that what they can achieve on the stage, they can also achieve on the page.

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