English
At Stanton Road Primary School, we put English at the centre of every child’s learning. We recognise the significance of language, communication, reading and writing in all aspects of life, from developing independent learning skills to successfully entering the world of work. We place high-quality texts at the heart of our curriculum, ensure there are opportunities for oracy as a vital part of the writing planning process and encourage children to develop their love of reading through our Reading for Pleasure approach. Our vocabulary-rich learning environment feeds directly into children’s writing outcomes.
Aims
Encourage confidence and enjoyment in speaking, listening, reading and writing.
Develop strong speaking and listening skills that allow children to express their thoughts and ideas and communicate confidently across a range of contexts.
Enable children to read fluently, widely and often, understanding a wide range of age appropriate texts.
Promote thinking and analysis of texts, engage in thoughtful discussions and express their viewpoints with clarity and coherence.
Enhance language competence of grammar, vocabulary, and sentence structures.
Enable children to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school.
Enable children to plan, draft, edit and present writing that is technically proficient and creative, tailored to the demands of purpose and audience.
Core Principles
Our curriculum consciously builds on children’s existing language and literacy experiences.
Recognises the importance of all those involved in the learning experience – parents and carers, wider family members, teachers and children.
Values diversity and is culturally inclusive.
Has high expectations of every child
Values and promotes critical enquiry.
Offers challenge whilst providing models, examples and scaffolds to help children succeed.
At Stanton Road Primary, we acknowledge the strong reciprocal relationship between speaking, listening, reading and writing. All aspects of our English curriculum are interrelated; progress in one area is supported by development in each of the others.
Phonics (reading and spelling)
At Stanton Road, we believe that all of our children can become fluent readers and writers. This is why we teach RWInc phonics, which is a systematic and synthetic phonics programme. We start teaching phonics in F2, building on children’s pre-school knowledge. By following the RWInc programme, children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
As a result, all of our children are able to tackle unfamiliar words as they read and use their phonic knowledge to spell words as they write. At Stanton Road, we also model the application of the alphabetic code through phonics in shared reading and writing, both during and outside of phonics lessons and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
As part of the programme, the children are taught letter sound correspondences through a set of mnemonics. Each letter has a mnemonic, to help children remember the sound, and remember how to form the letter correctly, with clear start and finish points. Children are then taught to write words made up of grapheme-phoneme correspondences and then simple sentences composed from these words, as well as any common exception words learned.
RWInc Sessions
In F2, children build from 10-minute phonic sessions, with additional daily oral blending games, to longer sessions as new sounds are secured. New learning is reviewed daily and opportunities to apply phonics skills are built into areas of learning so that every child practises their phonic knowledge. During Autumn term, ongoing assessments are used to group children into focus teaching groups for phonics sessions.
In Year 1/ Year 2, daily phonics sessions take place encompassing decoding, encoding, handwriting, reading for enjoyment and reading for meaning. During RWInc sessions, children work in groups according to their phonic skills and knowledge. These groupings are regularly reviewed. RWInc Comprehension modules are used to teach reading comprehension for children who have completed the phonics programme in KS1.
Daily Keep-up lessons
Any child who needs additional practice has daily 1:1 or small group phonics. These lessons match the structure of class teaching, and use the same procedures and resources, but in smaller steps with more repetition, to ensure every child learns to read.
Children who did not meet the required standard at phonics screening, who have phonics gaps or who are not fully fluent at reading will be taught daily phonics as part of Y3 curriculum. Assessments are used to identify the gaps in phonic knowledge and teach to these– at pace.
If any child in Year 3 to 6 has gaps in their phonic knowledge when reading or writing, or are in the lowest 20% of readers they will take part in phonics ‘catch-up’ lessons to address specific reading/writing gaps. These short, sharp lessons last 10 minutes and take place at least three times a week. Any KS2 children who have phonic gaps in their knowledge will continue to follow RWI phonics if outlined on their individual support plans.
Reading
Teaching Reading EYFS and KS1
Children are taught to read systematically using RWInc phonics and phonetically decodable books. Reading takes place daily in RWInc phonics sessions at the appropriate level based on teacher assessment and data.
Teaching will focus upon:
• The application of phonics using RWInc strategies
• Decoding words with/ without overt sounding and blending
• Reading aloud
• Comprehension linked to the KS1 content domains
In Y2, pupils will progress onto RWI comprehension modules on completion of the RWInc phonics programme.
Home/School Reading F2 and Key Stage 1
A decodable reading practice book is taken home to ensure success is shared with the family. RWInc resources are used to engage our families and share information about phonics, the benefits of sharing books, understanding how children learn to blend and other aspects of our provision, both online and through workshops.
The texts the children are asked to read are composed almost entirely of words made up of grapheme-phoneme correspondences that a child has learned up to that point in addition to common exception words. Alongside this, we develop children’s knowledge and understanding of ‘concepts about print’, understanding that print is organised in a particular way — for example, knowing that print is read from left to right and top to bottom. It is knowing that words consist of letters, and that spaces appear between words.
In F2, children choose a class library book weekly, to listen to, read together and enjoy at home. As children progress in blending, they will take home a RWInc Book Bag book. It is recommended that children practise reading skills for 5-10 minutes at home daily.
In Year 1/ Year 2 it is recommended that children read for at least fifteen minutes at home daily. A RWI Book Bag Book will be sent home in line with the RWI cycle.
Children in EYFS and KS1 will read with an adult 1:1 each week. A log of reading will be made in the pupil’s Reading Record book. Parents are also encouraged to record home reading in this book.
Additional reading support KS1
Children who are receiving additional phonics support sessions will read to an adult daily, ensuring consistency and pace of progress. This will be recorded in the teacher’s reading file.
Teaching Reading KS2
In Key Stage 2, We provide a rich reading curriculum and environments that include reading high-quality texts to children, with children, and by children; for example, individual reading, small group and whole class guided reading, reading comprehension, shared reading and reading aloud. Texts are carefully selected to support the teaching of reading.
Home/ School Reading Key Stage 2
Children from Year 3 onwards, have a selection of books to choose from that are age-appropriate and matched to their reading ability to build reading skills and fluency. Staff assess fluency and misconceptions through 1:1 reading sessions. In Key Stage 2, children complete termly NTS reading test materials to further inform ongoing teacher assessments.
Reading for Pleasure/ Reading Widely
At Stanton Road, we want our children to become successful and enthusiastic readers who read for pleasure and have a well-developed reading identity. Children will learn to read and then use their reading skills to learn about the world they live in, establish an appreciation of high-quality literature, and gain knowledge from across the wider curriculum subject areas. Underpinning all of this is our Reading for Pleasure initiative.
In Key stage 2, pupils will be encouraged to read a range of books from their year group library. These texts have been specially selected to ensure that pupils are accessing a diverse range of text types. All texts are chosen to enthuse our children, build confidence when reading different text types and promote discussion about enjoyment of reading. Additionally, we implement a range of strategies and events alongside class teaching.
These include:
Class stories - story time is built into classes every day
Recommended reads and book displays which are updated regularly to promote reading across the school
Author Visits and workshops (virtual and in person)
Pre-loved book sale events
World Book day events
Lovemybooks is for parents, carers, teachers, schools, and early years staff, created by literacy experts. http://www.lovemybooks.co.uk/
Writing
In the Early Years, children start their writing journey through building up their gross motor skills and the fine motor control required to hold and manipulate a writing tool. They develop strength in their wrists and hands and also a high level of finger control. Some of the key learning that we deliberately plan for are opportunities to teach and develop: grip strength (make a fist to feel this action); pinch strength (hold an invisible pencil tight to feel this action); and eye to hand coordination (also known as ‘visual motor integration’ ). Our learners begin to develop their fine motor skills so that they can use mark making tools appropriately.
Children in F2 learn the individual letters and sounds and begin to develop their letter formation. They use these emerging skills to write phonetically plausible words, phrases and simple sentences in a range of contexts. We focus strongly on language development and oracy skills – if they can’t say it, they can’t write it! We give our children memorable experiences and rich, high quality texts and ensure there is an audience and purpose for the writing process.
Throughout Key Stage 1 and 2, the link between reading, writing and oracy continues to be reinforced. We believe that all pupils can achieve in Writing, by acquiring new knowledge and by building on what they already know in order to write for a purpose: to entertain, inform, persuade or discuss.
In Key Stage 1, children are ‘hooked’ into engaging carefully selected texts. The children’s oracy skills are developed through a wide variety of opportunities to discuss, verbalise and refine their ideas, for example, through role play, paired talk, drama and hot seating. This prepares children for the writing process. Alongside this, the children learn about the structure and organisation of a variety of text forms. Shared and modelled writing provides an opportunity for teachers to demonstrate the writing process. Children then use their developing phonic knowledge within their writing before editing their work with support from adults in class. Children are motivated to become writers and to write for a range of purposes and audiences, which includes opportunities to publish their writing. Children are taught to develop the foundations of a fast, accurate and efficient handwriting style.
In Key Stage 2, using high-quality texts, children follow a structured approach to the writing process which begins with text engagement. The writing process involves the deconstruction of a model text within the focus writing genre, children learn the features of the text genre so that year on year when they engage with this text genre the children are knowing more and remembering more progressively. Key grammatical structures are identified and relevant skills are taught through shared and modelled writing. Children then apply their learning through the process of planning, drafting, editing and publishing. Children are given opportunities to write effectively for a range of purposes and audiences, selecting language, appropriate grammatical structures and cohesive devices that show a good awareness of the reader. Children working at greater depth are encouraged to exercise conscious control over levels of formality including the manipulation of grammar and vocabulary in order to demonstrate the appropriate register.
Grammar , punctuation and vocabulary
Grammar, punctuation and vocabulary skills are taught explicitly during writing lessons and children identify how authors have used skills taught effectively during their writing and reading lessons. Grammar and punctuation is planned and taught using the 2014 National curriculum year group expectations and children are expected to apply their knowledge in their writing.
Handwriting
At Stanton Road, children take pride in the presentation of their work and understand the importance of careful presentation in order to communicate meaning clearly. From the beginning of their time in school, children are taught correct letter formation using RWI mnemonics.
During F2, children are taught to sit properly in order to have the correct posture for writing, hold a pencil in the correct position and develop a legible handwriting style.
In Year 1, children continue to work in a printed style to form lower case letters, capital letters and digits 0-9, starting and finishing in the right place. They practise spacing between the words that reflects the size of the letters and form lower case and capital letters of the correct size relative to one another.
In Year 2, once formation of letters is accurate, pupils will be taught a pre-cursive style (letters with exit strokes) and begin to use diagonal and horizontal strokes needed to join letters.
In Year 3, pupils will be taught cursive writing, joining of letters- top, horizontal and diagonal, joining to ascenders and descenders.
From Year 4 onwards, pupils adopt a cursive handwriting style. Teachers model the school’s handwriting style when marking children’s work and writing on the board. A fluent writing style supports composition; therefore, handwriting is explicitly taught.
Spelling
Children are taught a range of spelling strategies, in order to spell words accurately. Knowledge of words and spelling patterns, enables children to spell unfamiliar words with accuracy. Spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculum. Spelling lists are constructed carefully to ensure words capitalise on prior knowledge of the underlying structures of words. Overlearning of rules occurs across different year groups along with repetition of whole word learning and retrieval of common exception words. Spellings are pre-tested on a Monday, children then correct spelling mistakes whilst self-marking their test. On Friday of the same week, after being taught the spellings, children are re-tested. Teachers use the Spelling-frame website to support their teaching and to provide activities that link to the weekly spellings.
Impact
Children have the knowledge and skills to be able to write successfully for a range of purposes and audiences. With the implementation of the writing sequence established and taught in both key stages, children are becoming more confident writers and have the ability to plan, draft and edit their own work. By the end of key stage 2 children have developed a writer’s craft, they enjoy sustained writing and can manipulate language, grammar and punctuation to create effect. As all aspects of English are an integral part of the curriculum, cross curricular writing opportunities demonstrate application of skills taught in English lessons.
Assessment
Teachers assess children’s learning throughout each lesson to ensure understanding of skills and knowledge before building onto future learning. Teachers use a range of questioning and retrieval practice to assess children against the aims of the lesson.
Curriculum Champions
The English curriculum champions will conduct regular evaluations of our English Curriculum, which include lesson drop ins, pupil panels and book looks to measure the impact of our teaching, by assessing whether our children know more and can remember more