Intent

To develop learners spoken language, reading, writing through modelling how to convey ideas fluently and confidently.

Reading

Implementation:

Children are taught the essential skills of reading (word recognition and comprehension) whilst also using a rich and varied range of literature and information texts to further develop what they already know and extend their vocabulary.

Texts to stimulate and support learning in Reading lessons within English are given careful consideration so that they are engaging, challenging and relevant to the curriculum and the world in which our children live.  Reading across a range of genres and text types is carefully sequenced to incorporate all elements of fiction, non-fiction and poetry.

For pupils with SEND, it is important to focus on the pupils’ strengths as well as identifying areas where they need more help, practice and consolidation. In general, pupils should have the opportunity to develop all of the concepts in reading, regardless of their SEN or disability. However, the approach to these concepts may have to be done differently with different groups of pupils.

Impact:

By the end of each year, each phase of education and by the time children leave the school; our carefully sequenced Reading Curriculum will allow children to be fluent readers who can successfully engage with a range of texts for a wealth of purposes. They should not only be critical and evaluative readers who understand what they read but also readers who can make purposeful choices when reading for pleasure and enjoyment.

 

Phonics

Implementation:

Phonics is delivered through daily differentiated group Read Write Inc Ruth Miskins lessons.  Phonics lessons are taught in EYFS and Year 1.  Each lesson uses the same teaching sequence – show, copy, repeat, until each child is independent, regardless of the year group.  Outside of phonics lessons children should be given ample opportunities to apply the new skills that they have been taught, as part of English lessons and the wider curriculum.

It is vital that whilst children are learning to read, they read books that match their phonic knowledge.  We use decodable readers by Read Write Inc to support Ruth Miskins teaching in school.  These books are carefully matched to the programme, clearly labelled and sent home each week.

All staff have received training for each part of RWI to ensure fidelity to the scheme.  The phonics lead in school will continue to provide ongoing training and support for staff.

For pupils with SEND, it is important to focus on the pupils’ strengths as well as identifying areas where they need more help, practice and consolidation. In general, pupils should have the opportunity to develop all the concepts, regardless of their SEN or disability. However, the approach to these concepts may have to be done differently with different groups of pupils.

Impact:

RWI is designed on the principle that all children should ‘keep up’ rather than ‘catch up’.  Therefore, in many instances’ interventions are delivered within the lesson by the teacher.  If children require further support to achieve the outcomes of the lesson and keep up with the pace of the programme, RWI has interventions that are to be delivered on a one – to – one or small group basis. 

Assessment of the children’s reading skills is key to ensuring that all children make rapid progress in synthetic phonics.  In order to ensure fidelity to the RWI programme we use the assessment cycle as set out in the scheme, in addition to daily in – class assessments.  Phonic assessments occur in the sixth week of each half term. 

The half termly assessment enables teachers/TAs to identify any gaps in children’s developing phonic knowledge and reading skills. We do not test the children beyond what they have been taught or are capable of recalling with fluency. 

In addition to completing the half termly assessment the children will also complete the Year One Phonics Screening Check practice.  During this assessment the children will be asked to read a range of real words and pseudo words.  At the end of Year 1, all children (unless disapplied) will complete a statutory test – The Phonics Screening Test.  The results of this test are communicated to parents/carers as part of their end of year report. 

The assessment data will enable teachers/TAs to identify where there are sound and grapheme gaps, and difficulties with segmenting and blending.  This will inform future interventions and identify the children that need directed support during phonics lessons.

 

Writing

Implementation:

Children are taught the essential skills of writing (composition, grammar, punctuation, spelling and handwriting) whilst also using a rich and varied range of vocabulary inspired and stimulated by the high-quality texts that they read in their English lessons.  Lessons will be planned to meet the needs of the learners and facilitate progress across a sequence of days/ weeks that develop children’s use of grammar and punctuation to improve composition. Spelling is taught discreetly and key skills are embedded in English lessons as part of the writing process.

For pupils with SEND, it is important to focus on the pupils’ strengths as well as identifying areas where they need more help, practice and consolidation. In general, pupils should have the opportunity to develop all of the concepts in writing, spelling, grammar and punctuation, regardless of their SEN or disability. However, the approach to these concepts may have to be done differently with different groups of pupils.

Impact:

By the end of each year, each phase of education and by the time children leave the school; our carefully sequenced Writing Curriculum will allow children to be fluent and confident writers who can successfully and purposefully write across a range of genres. They will be critical and evaluative writers who understand the need for editing and proof reading to enhance written outcomes for the reader/ audience.

 

Speaking & Listening

Implementation:

Approaches to teaching and learning encourage pupils to voice their ideas in small group and class discussions, as we recognise that sharing and explaining concepts with peers enhances learning. Oral rehearsal for sentence structure is a key aspect of all writing and grammar lessons.  Staff model the use of higher-level vocabulary within their speech and expanding children’s vocabulary is a key focus throughout the school and in all subjects. Subject specific vocabulary is embedded across the curriculum, through teacher modelling, in context; on the subject curriculum planning and on displays. Contextual learning helps children to understand new words and supports them in including them in their work.

Our Reading lessons encourage pupils to explore unfamiliar vocabulary and expand their knowledge of words through the use of rich and varied texts carefully chosen to develop reading skills and language acquisition. Staff model correct grammar in speech and encourage children to reflect this in their use of spoken and written language. Children are given the chance to orally rehearse ideas for writing regularly.

Drama is used across the curriculum to explore and engage children in their learning. This gives children the chance to embed vocabulary in shared activities. Each class leads worship once a year for parents and the whole school.  Each year group participates in a production to develop oracy and public speaking skills.

For children with SENd and/or speech and language difficulties careful support is provided to aid the development of key speaking and listening skills in relation to need.  These might be addressed through Speech and Language Therapy referral, support and intervention.

Impact:

In a safe and encouraging environment, children develop into confident communicators who illuminate the goodness in each other by listening, speaking with kindness and empathy and explaining with clarity and confidence.  Children recognise that speaking and listening can lie at the heart of conveying character, and that through communicating effectively, misunderstandings can be addressed and relationships enhanced.

The quality of children’s work will be enhanced through the use of ambitious and appropriate, subject specific vocabulary to convey their understanding.