English

English

In Years 1 to 6 we allocate an 80 minute daily lesson. This includes all elements of the subject, including Guided Reading, writing, spelling, grammar and comprehension. We use our own long and medium term plans built on a range of high quality texts from different genres.

We promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. We aim to develop every child's competence, confidence and enjoyment in spoken language. Spoken language underpins the development of reading and writing; activities are therefore embedded throughout the curriculum.

EYFS and Year 1 follow the Talk for Writing approach to teaching writing. A similar process is followed from Year 2 to Year 6, whereby we ‘interrogate’ a high-quality text: pupils will then write a similar piece where they ‘imitate’ (based on the text that was ‘interrogated’) leading into writing about a different context allowing them to ‘innovate’.  Teachers will scaffold children’s learning, through shared writing tasks, up-levelling activities and small guided sessions to enable children to produce writing of a high standard. Pupils extend their experiences in writing to write for a range of purposes and audiences. In addition to specific text types taught in English lessons, writing opportunities are provided in History, Geography, Science and RE, enabling children to be creative in their responses to an activity, experience or session.

Pupils in Year 1 follow The Little Wandle Spelling scheme. From Year 2 children are taught the rules of spelling patterns, as outlined in the 2014 National Curriculum;

The Reading Framework is promoted through daily sessions of the teacher reading to the class, a book corner available in every classroom and an extensive and ambitious Reading Spine for each year group. Children always have a book available to read for pleasure and purpose. High quality texts are shared during English lessons and Guided reading. Teachers read with pupils a range of texts focusing on comprehension and specific features in relation to objectives and content domains. Guided reading takes place three times a week in Year 2 to Year 6. The sessions follow the structure of Pre-read, Guided-read with an adult and a Post read. 

Phonics

Phonics is taught using the Little Wandle Revised Letters and Sounds approach from Nursery to Year 2. Children are taught phonics in whole class groups in addition to their class-based English lessons, on a regular (Year 2) or daily (EYFS & Year 1) timetable. In the EYFS phonics is taught in daily 15-20 minute sessions. Regular assessments enable children to make quick progress and move through the phases of phonics. 

EYFS

In the EYFS children work in small focus groups with staff for Guided Reading, and writing.  Opporunities for reading, writing and oracy are woven into continuous provision activities throughout the Foundation Stage. Pupils follow the Talk For Writing (TFW) framework to develop their literacy skills. 

Reading

In EYFS and KS1 children are encouraged to acquire a love of books. Books are used to stimulate children's imaginations. We introduce children to the conventions of books, reading from left to right, turning pages, identifying authors, illustrators, contents, pages etc. Whilst following the Little Wandle Revised Letters and Sounds programme for phonics, children also build a sight vocabulary through use of our phonetically matched reading books. We place high importance on teaching children how to decode through daily phonics lessons (including in KS2 where required). Alongside this, we ensure that there is great focus placed upon the wider aspects of word reading and comprehension of the text.

In EYFS and Year 1, each child takes home a reading book that matches their phonetic ability on a daily basis with a reading record. In Year 2 children are assessed using Star Reader and are then given a coloured book band which corresponds to a reading zone (ZPD) within Accelerated Reader.  Children then read books from their coloured band, after which, they complete a quiz on the iPad or laptop. All of the children share their books with an adult in school on a regular basis. When reading with a child, adults ask questions relevant to the interest of the child and encourage predictions. Children are encouraged to decode unknown words using appropriate strategies.

Guided reading develops further in Year 1 and 2, where children are grouped according to ability; each group has at least one guided reading session per week with either the teacher or teaching assistant. Teachers regularly read a story/class text to encourage our children's love of literature.

Reading comprehension activities are planned for weekly within the English lesson and/or Guided Reading sessions.

All children have access to Reading Eggs, an additional online resource which can support children with their reading at home. Teachers set tasks which children can then complete at home. It is a highly motivational programme that encourages an early and continued focus on phonemic awareness and phonics as well as encouraging recall of high-frequency sight words, repetition of activities, vocabulary activities, comprehensions that build understanding and re-reading of texts to build fluency. 

In KS2 children are assessed using Accelerated Reader Star Reader assessments and are then given a coloured book band which corresponds to a reading zone (ZPD) within Accelerated Reader. Children then read books from their band, after which, they complete a quiz on the iPad or laptop.  The children are all given a half termly target to meet and our school target is to complete all quizzes with an 85% pass mark.  Accelerated Reader has promoted a love for reading whilst challenging the children to read more and be responsible for their progress. 

A full and broad range of texts are available to all children which are continually being updated and added to. Children take home a reading scheme book daily with a reading record. Teachers or teaching assistants in KS2 listen to children individually at least once a week with high priority children being heard more frequently. Guided reading continues as in KS1. Teachers also read to their classes regularly to encourage enjoyment of a text.

Reading enrichment activities are a high priority and enjoyed by the whole school such as World Book Day, author visits etc. Reading is encouraged throughout school holidays by reading challenges and rewards.

As children progress, they are taught to widen their use of books for reading for information, developing the skills of looking up/locating information, skimming, scanning, note taking and use of ICT through interactive texts and research.

Reading comprehension is taught on a weekly basis, including cross curricular links in topic and science lessons. Reading for comprehension involves locating and retrieving information from the text; inference and deduction; commenting upon the structure and organisational features of a text; author's use/ choice of language; commenting upon author's intent and view points; identifying themes and conventions; summarising main events and providing reasoned judgments about texts read.

Guided reading sessions allow children to further develop their reading skills. Sessions take place at least 3 times a week and children are grouped according to ability; each group has at least one guided reading session per week that is led by either the teacher or teaching assistant.

Handwriting

Handwriting is taught throughout school according to the Martin Harvey scheme, with the timing and number of lessons managed by each teacher.

Writing

The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading: transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing).

EYFS and Year 1 (transition into Year 2) follow the Talk for Writing approach to teaching writing. It enables pupils to imitate the language they need for a particular topic orally, before reading and analysing it, and then writing their own version.

 A similar process is followed from Year 2 to Year 6, whereby we ‘interrogate’ a high-quality text: pupils will then write a similar piece where they ‘imitate’ (based on the text that was ‘interrogated’) leading into writing about a different context allowing them to ‘innovate’.

Teachers will scaffold children’s learning, through shared writing tasks, up-levelling activities and small guided sessions to enable children to produce writing of a high standard. 

Pupils extend their experiences in writing to write for a range of purposes and audiences. In addition to specific text types taught in English lessons, writing opportunities are provided in History, Geography, Science and RE, enabling children to be creative in their responses to an activity, experience or session.                            This cross-curricular writing enables pupils to obtain an interest and pleasure from writing; write for a clear purpose, audience and effect; write coherently and fluently; write imaginatively and become perceptive and skilled independent writers.

To develop all pupils as writers we:

• develop writing effectively for a range of purposes and a range of readers, adapting their vocabulary and style as appropriate
• encourage writing with interest, commitment and enjoyment
• develop writing in a variety of forms such as stories, poems, reports and letters etc, as prescribed in the National Curriculum
• develop processes of evaluating, improving, redrafting and editing their own writing
• develop the use of punctuation to make meaning clear to their reader/audience
• provide the knowledge and the strategies to become confident and accurate spellers
• develop a fluent and legible style of handwriting, promoting an understanding of how to present work appropriately (see Handwriting and Presentation Policy)
• provide them with regular, meaningful, real writing experiences
• provide feedback, support and encouragement
• encourage independence and confidence through the development of skills and experiences
• ensure all children have understanding of age related grammar, vocabulary and punctuation, teaching this, where necessary, discretely in English lessons
• celebrate writing, have high expectations and embrace a sense of pride in work produced, including displaying children's work in the classroom and around school
• provide opportunities for cross curricular writing