English

Intent 

When our children leave our school, we expect them to be avid readers, children who read fluently and widely and are able to express preferences and opinions about the texts that they read. We want them to read for pleasure, having had access to a wide range of text types, genres and authors in order for them to make informed opinions about their favourites. We want to produce children who write with confidence and accuracy for a variety of purposes and audiences whilst developing their own individual flair. We want our children to be able to write with grammatical accuracy and be able to apply spelling patterns correctly using a neat handwriting style. We aim to expose our children to a wide range of vocabulary so that they able to decipher new words and then use them when speaking both informally and formally. We also aim for our children to apply all of these English skills to all areas of the curriculum. Pupils will make good progress from their own personal starting points. By the end of Year Six they will be able to write clearly and accurately and adapt their language and style in and for a range of contexts, purposes and audiences. Our pupils will acquire a wide vocabulary and have a strong command of the written word. Most importantly, they will develop a love of writing and be well equipped for the rest of their education.

• To ensure that all children make sufficient progress to meet or exceed age-related expectations
• To enrich children’s reading experiences through immersing them in quality literature
• To ensure children are able to read easily, fluently and with good understanding
• To provide consistent and progressive phonics teaching in the early teaching of reading
• To promote reading for both pleasure and information
• To enrich children’s vocabulary
• To develop understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• To ensure children are able to write clearly, accurately and coherently, adapting their language and for a range of contexts, purposes and audiences
• To ensure the continual development of pupils’ confidence and competence in spoken language and listening skills
• To develop an appreciation of our rich and varied literary heritage through the celebration of quality texts across a range of genres, including a balance of old and new classic texts, poetry, non-fiction across the curriculum, stories, rhymes and new and popular authors
• To set ambitious expectations for reading at home
• Reading champions, writing ambassadors and library monitors

Implementation

Cross Curricular -

Reading and writing is taught across the curriculum ensuring that the skills taught in these lessons are applied in other subjects.

Our Writing Process -

Our writing process is taught across the school. We immerse children in experiences and look at lots of different examples of a particular genre before exploring the more technical aspects of writing. Planning for writing is an important feature of our writing process, we also dedicate lots of time moving between demonstration writing, drafting and editing before publishing part or all of the final piece of writing. We then ensure that all children are able to reason about their writing choices.

Summerlea Super Six Story Spine books -

Every class has a range of high-quality texts that are mapped out for them to read to their classes each half term. This ensures text progression and variety across the whole school. Some of these books are key drivers for the topic, some are class reader books which are read by the teacher to the class and some are used for Whole Class Reading.

Phonics -

We follow the ‘Twinkl’ phonics scheme and use this across the school to teach phonics. Phonics lessons are taught daily in EYFS and KS1 and regular interventions are in place for children who need phonics support in KS2.  

Practice Books –

All children who are learning phonics will have a new practice book each week which they can read at school and at home. Practice books are closely matched to the children reading ability and are fully decodable.

Golden Book Box –

Children in EYFS and KS1 choose a ‘Golden Book’ to take home each week. These books are high quality texts that can be shared at home with an adult.

Library –

We are very lucky to have an engaging and inviting library. Children visit the library once a week – one week to choose books to take home and one week to enjoy listening to and talking about different books.  In addition to class slots there are also drop-in library lunchtime clubs, a story club and regular ‘stay and read’ sessions for parents and children at the beginning of the day.

Accelerated Reader –

We use Accelerated Reader towards the end of Year 2 and in KS2. The children access books that are tailored to their reading level and then complete quizzes to assess their comprehension skills.

Whole class reading –

Whole class reading is taught across the school (EYFS from the summer term). Whole class reading is carefully planned alongside high-quality texts in order to teach the different reading domains.

Handwriting –

We follow Letterjoin for our handwriting scheme. EYFS initially learn to print and then from the summer term, and from Year 1 onwards, children are taught to form their letters using cursive formation.

Book of the month –

As a whole school focus, we will introduce a ‘Book of the Month’. This will inspire children to read and encourage whole class discussions.

Spelling –

We follow the ‘Twinkl’ spelling scheme in KS1 with a focus on spelling patterns and common exception words. Spelling is taught discretely once a week with regular sessions for spelling practice timetabled throughout the week. Spelling menus are sent home each half term to support children and parents/carers with practising spelling at home. Spelling workshops for parents are delivered each year to offer further support.  We have a two-week spelling cycle in KS2; structured to include teacher led activities, the exploration of etymology and build on children’s prior knowledge acquired through phonetic knowledge. The cycle also denotes the use of ‘spaced retrieval’ in order to ensure the spellings are embedded to long term memory by testing outside of the two-week cycle. Many patterns are revisited throughout Key Stage 2.  

Whole school events –

National Poetry Day, Non-fiction November, World Book Week (incorporating World Book Day), Library visits

Impact 

Reading:

Our children have developed a love for reading and read for pleasure. The time that we have embedded into the timetable for reading for pleasure has enabled children to read books that they enjoy and have an interest in which has resulted in much more positive attitudes towards reading in class. The ‘stay and read’ sessions have had very positive impact from children, staff and parents and allowed parents to look at different styles and genres of books, which has helped to broaden the range of books that children may read at home.

Whole class reading has had a positive impact on children’s subject knowledge of key reading skills, such as retrieval, inference and prediction. Children understand and are using a wider range of vocabulary in their spoken language and their writing as a result of the focus on vocabulary at the start of each whole class reading session.

The introduction of practice books has had a positive impact as children are reading books that are much more closely matched to their reading ability. Parents, staff and pupils report that these books have given children more confidence with their reading. Children in KS1 are beginning to read with greater fluency. The Year 1 Phonics Screening Check results were 87% in June 2022 and 95% of Year 2 passed the Phonics Screening Check by June 2022.  

There has been a focus on reading environments around the school and a love of reading is now clear to see. Reading areas are interactive and contain evidence of pupil voice.

By the end of Year 6 our children leave us having made good progress from their own individual starting points and with an enjoyment for books.

Writing:

Our children see themselves as writers. Our creative and cross-curricular curriculum encourages many different writing opportunities linked to our topics and high-quality texts. Across the school there is clear evidence that the children are being provided with exciting and memorable ‘hooks’ for their writing.  Children work hard to practise and improve their handwriting and spelling and this can be seen in books.

The journey of writing can be seen in books and children write for purpose; publishing their work and displaying it proudly.

To view our writing curriculum, click here. 

To view our writing process, click here.