English

  • Intent
  • For pupils to be able to read, write, spell and speak at age- appropriate levels and following age-related expectations.

    For pupils to be exposed to a variety of high-quality, age-appropriate literature, genres and authors in all areas of the curriculum.

    Daily experience of reading and writing across the curriculum

    For pupils to acquire a wide vocabulary through reading a wide range of texts and writing from high-quality texts.

    For pupils to develop a love of reading for pleasure, as well as for information, by reading widely and often.

    For pupils to acquire a wide range of strategies to enable them to become independent learners in Reading and Writing (spelling rules and patterns and how to tackle unfamiliar words when reading).

    For pupils to discuss confidently and to present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates in all areas of the curriculum.
    READING
    The aim of the reading curriculum is to provide every child with the opportunity to experience a wide-range of engaging high-quality texts from which they can acquire new and varied vocabulary which in turn can be applied to their writing.

    Regular exploration of language so that children understand the importance of both meaning of words and the impact they can have within a text.

    Reading sessions provide children with the opportunity to develop and explore a range of comprehension skills and questions to develop their independence and resilience.

    Pupils to develop a love of reading for pleasure, as well as for information, by reading widely and often.

    WRITING
    The aim of the writing curriculum is to provide every child with the opportunity to write for a variety of purposes and audiences; clearly, accurately and coherently, adapting their language and style as required.

    For pupils to develop an understanding of grammar and punctuation and to acquire a
    wide vocabulary and to use these appropriately.

    For pupils to be given opportunities to use their writing skills across all areas of the curriculum.

    EYFS
    In the Early Years the intention is to begin reading sessions with a focus on phonics so that children become used to seeing and reading sounds in a range of contexts.

    A wide range of high-quality texts is used to provide the children with a rich reading curriculum.

    The curriculum is designed so that children’s experience of texts is directly linked to their independent learning opportunities.

  • Implementation
  • All pupils to receive a daily English lesson.

    To create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.

    For pupils in EYFS and KS1 to have daily phonics sessions, following Letters and Sounds.

    For Year 2-6, to use the No Nonsense Spelling scheme/Spelling Shed and pupils to have Spelling Journals. Spellings to be sent home and tested regularly.

    Weekly guided reading sessions to take place in each class in KS1, daily whole class reading sessions in KS2.

    For all pupils to take reading books home frequently and to read regularly at home.

    For pupils to be encouraged to
    read for pleasure – class book corners, reading challenges, book fairs, class readers, author visits.
    Pupils to use ‘talk for writing’ to discuss ideas with each other prior to writing.
    Working Walls – all classes to have an English display to aid pupils and guide them through the process of Writing to include exemplar texts.
    Vocabulary – displays in class, all curriculum areas, to have key vocabulary displayed. The use of tier 3 vocabulary across the curriculum. Thesauruses and dictionaries to be easily accessible for pupils to use.
    Units of work to be planned that follow the Babcock Teaching Sequences covering a variety of genres and literary styles with high-quality texts.

    Short writing opportunities to be planned throughout the unit culminating in a progress write.

    A mastery curriculum approach is to be adopted with opportunities for children to access the range of greater depth skills.

    Teachers and TAs to support ALL pupils on a regular basis; providing intervention, support and challenge that individuals require to advance their learning in all areas of English.

    Teachers and TAs model reading, planning writing, writing and handwriting including editing and proof-reading skills.

    Teachers to plan and deliver a class reading book linked to the broader curriculum. Class reader to be read daily.

    Marking to address age-related non-negotiables.
    Pupils to have a clear set of targets for each unit of work which are reflected upon and assessed at the end of the unit.

  • Impact
  • Pupils enjoy reading regularly, for information and for enjoyment/pleasure.

    Pupils discuss books with knowledge and interest.

    Pupils enjoy writing and use the features of different genres and styles. They can write for different purposes and audiences in all areas of the curriculum.

    Pupils are proud of their writing and know that it is valued by others.

    Skills progress (e.g. grammar and punctuation) throughout the school is evident in children’s books.

    Pupils are using appropriate and adventurous vocabulary choices in their work.

    Writing across the curriculum is the same standard as in English books.

    A range of genres are taught across the school and there is evidence of a clear teaching sequence in books.

    Pupils respond to marking and comments by editing and improving their work.

    Pupils use classroom resources to
    support their learning.

    Pupils presentation is of a high standard

    Teachers regularly moderate pupils work in
    school and in INSET meetings within the federation to ensure accurate assessments are made.

    Teachers track pupils’ progress termly.

    Nfer tests in Reading and Spelling, Punctuation and Grammar are used as diagnostic assessment

    Intervention sessions enable a greater proportion of pupils to be on track to meet year group expectations or in the case of those working significantly below expectations to make better than expected progress.

    Subject leader provides an action plan for the subject, undertakes work scrutinies and addresses areas for development and improvement annually.

    Standards being met at the end of EYFS, Phonics Screening Check, KS1 and KS2 are broadly in line with local and national averages. Each year data is analysed and any areas for improvement identified and addressed. These are included on the School Improvement Plan and English Action Plan.