English

Reading

Intent  

At Woodcocks’ Well CE (VA) Primary School we are continuously discovering a world of wonder empowered by God’s spirit. We aim for every child to become a fluent and confident reader by the time they leave us at the end of KS2. We want them to also develop a passion for reading, with an enthusiasm in reading for pleasure. We encourage book choices, which foster the ‘Fruits of the Spirit’ values; love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control. We aim for all children to meet their age-related expectations or make accelerated progress from their starting point.  

Our curriculum is designed around the needs of the pupils in our school and there are a variety of approaches we follow to enable children in making good progress.  

The aims of teaching reading in our school are to develop pupils who:  

• show high levels of achievement and exhibit very positive attitudes towards reading; 
• rapidly acquire a secure phonetic knowledge and make sustained progress in learning to read fluently; 
• read easily and fluently with good understanding across both fiction and non-fiction texts; 
• acquire a wider vocabulary; 
• participate in the teaching of phonics knowledge, skills and understanding in a systematic and enjoyable way; 
• develop their reading in all subjects to support their acquisition of knowledge; 
• develop a love of reading; 
• read for pleasure both at home and school on a regular basis; 
• through their reading develop culturally, emotionally, intellectually, socially and spiritually; 
• develop good comprehension drawing from their linguistic knowledge. 

Implementation  

Phonics  

We believe that the teaching of phonics is fundamental to the development of early reading skills. At Woodcocks' Well, phonics is taught in a systematic way. Our daily phonics sessions are taught following the Read, Write Inc. program from the very first day children join us in Reception. Children complete regular assessments and are then grouped accordingly, moving to different classrooms and learning areas to be taught by the teacher or TA responsible for their group.  

Teachers and TAs have received quality CPD from Ruth Miskin advocates and the English Hub. All staff have access to the necessary handbooks and online resources.  

Assessment of reading  

For those on the Read Write Inc Phonics programme, reading books match the children’s phonic level and are pitched so children develop accuracy, fluency and expression. Children also have access to online books and complete quizzes about their reading. Once children move on from their phonics group, they become a ‘Free Reader’. Children are still assessed regularly and given a ZPD. This allows children to choose a book from a wider selection. After completing the book children complete a quiz to check their comprehension of what they have read. All children have a home-reading record which they are encouraged to take home daily and parents/carers are asked to record and comment on their child’s reading at home.  

Children read with an adult at least three times a week, either individually or during a group, guided reading session. We are fortunate enough to have volunteer readers who also listen to children read in school. 

During the summer term of Year 1, children undertake a Phonics Screening Check, which assesses their ability to apply what they have learnt in phonics sessions.  

Reading for pleasure  

At Woodcocks’ Well we foster an environment that nurtures reading for pleasure so that children can learn to enjoy and love their reading and understand the benefits of being a competent reader.  

Each classroom has a reading area, stocked with well-chosen books suitable to the ages and abilities in their class. Children have the opportunity to visit the school library regularly to read and borrow books from this area. All staff are encouraged to share their love of reading with the children in the form of book recommendations too. Time is also allocated daily for story time or the reading of a class book by either the teacher or pupils – this is exposing the children to a range of Authors. 

Impact  

Our Reading curriculum is high quality, well thought out and is planned to demonstrate progression. Through our assessments we are able to set high expectations for the children, encouraging them to develop perseverance and self-belief to achieve their full potential. Reading assessments are carried out on a regular basis to ensure that all children are accessing books at the right level, yet are also being challenged in their reading. Books are also provided which foster a love of reading in children from an early age.  

We measure the impact of the curriculum through the following methods  

• Phonics assessment 
• Phonics screening results  
• Accelerated Reader Assessments  
• Summative assessments carried out on a termly basis  
• End of Key Stage SATs results  

In addition, if working below the expected for their age, some children may be assessed on their reading age which primarily focuses on reading ability skills such as decoding and fluency.  

The Subject Leader completes monitoring in-line with the school’s monitoring arrangements and reports to Governors.   

Ruth Miskin information for Parents/Carers

Writing  

Intent  

At Woodcocks’ Well CE (VA) Primary School we are discovering a world of wonder. Through God’s spirit, we aim to equip all our children with the necessary skills which will allow them to flourish in the world they are growing up in. Throughout the English curriculum we wish to harbour the ‘Fruits of the Spirit’ values; love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control. At our school, we create confident writers who develop stamina for writing throughout school. Our children will be independent writers, building on a range of skills as they work through each journey of writing and for them to be able to write for a range of purposes and audiences. Throughout this journey, children are immersed in a range of genres and have a clear understanding of purpose. Our children will have a secure understanding of the purpose of a text type, the intended impact of writing skills/tools and the ability to carefully select vocabulary with careful attention to the desired effect on the readers’ thoughts and feelings. Our children are challenged and encouraged to take risks and view mistakes as part of the learning process.  

The aims of teaching writing in our school are to: 

• Ensure children are confident, fluent and have a coherent understanding of English. 
• Ensure children understand how a strong grounding in English will impact the future learning and development in all aspects of their life.  
• Provide a balanced and broad curriculum, which encompasses writing practice, including handwriting, spelling, widening vocabulary, and writing for different styles, purposes, and audiences, as well as focussing on spoken English, reading, grammar and pronunciation.  
• Ensure that all staff members are aware of planning, assessment, teaching and learning requirements for the English curriculum.  
• Ensure that all pupils know how to plan, practise, evaluate their work as well as carry out an effective edit and improve process.  
• Ensure that all pupils understand all elements of English, as per the National Curriculum. 

Implementation 

Foundation Stage  

The Early Years Foundation Stage Curriculum is followed to ensure continuity and progression from entering Reception Class and then through to the National Curriculum in KS1 & KS2.The Early Years Foundation Stage Curriculum is divided into prime & specific areas of learning and development. 'Communication & Language' is one of three prime areas that are fundamental to supporting children’s language development. 'Communication & Language' is made up of the following aspects: listening and attention, understanding and speaking. ‘English' is one of four specific areas which include the development of essential skills and knowledge and is made up of the two aspects: reading & writing. Pupil provision is related to attainment, not age. Children learn through play, speaking and listening activities, teacher modelling, group work and self-direction. Through our early-years framework we also foster the individuality and uniqueness of each child, ensuring they are aware of the diversity of our community and world we live in. 

Through another Prime Area – Physical Development - the children are supported to use and hold a pencil effectively. In order to develop early writing, children are encouraged to “read” their text and tell staff what it means and why they wrote it. Staff celebrate children’s achievements without an over-emphasis on moving to “correctness”. In order to encourage the willingness and desire to write, the class teacher will ensure that there are opportunities for purposeful writing in all areas of learning in the EYFS so that children are interested and motivated in their work.  

Key Stage 1 and 2  

Each unit of writing consists of learning over a maximum a 3-week learning journey. Learning journeys do not go beyond 3-weeks in order to ensure that the build-up of knowledge and skills is progressive and clear. As well as teaching the National Curriculum objectives, teachers are able to embed the skills throughout the year in cross-curricular writing opportunities and ensure that children are achieving the objectives at least at their expected level, including some children working at a greater depth standard.  

Teachers use modelling and shared writing as a way to teach and embed new skills and as a way to teach editing. Although the pedagogical process is detailed for each lesson, teachers have the professional scope to make adjustments where they think they are needed. For example, if more than one lesson is needed to embed a skill then this can be done or if an extra lesson is needed for drama/speaking and listening then teachers have the freedom to do so. Each stage of the learning process is evident through books, learning environment and planning. Leaning journeys can be based on quality varied texts, videos, real life events, images or lyrics from a song (anything that might get the children excited about writing). 

Spelling and Grammar 

Across the Foundation Stage and Key Stage 1, all children are taught phonics and spelling via Read Write Inc. programme. Our phonics and spelling teaching is characterised by planned structure, fast pace, praise and reinforcement, perceptive responses and active participating from all children. Children are grouped according to their phonic knowledge and the groups are monitored continuously and changed accordingly.  

Children who are no longer part of the Read Write Inc Programme, have daily spelling lessons according to their year group expectations. These children are given spellings each week, from the spelling pattern they have been learning that week which include words from their statutory spelling list.  

In Key Stage 1 and 2 Spelling rules are taught discreetly and Grammar skills are taught through discrete English lessons.  

Handwriting  

Handwriting sessions are taught regularly to the children, who are expected to write using a cursive script in their daily writing. Cursive handwriting teaches pupils to join letters in words as a series of continuous flowing movements or patterns. Words can be written without taking the pencil off the page. Continuous style provides a directional left, right movement. This flowing, rhythmical movement aids speed and fluency particularly when practised from Year 3 level with the final product being neat and fast. This cursive style also lessens the chance of reversing letters by eliminating the need to lift the pencil between letters. The spaces between words become distinct and distinction between upper and lower case is clearer. Pupils with specific learning disabilities find continuous cursive useful because the pencil stays on the page throughout every word, thus simplifying the movement. Children with motor problems learn a series of easy, rhythmical movements, which help to improve fine motor co-ordination. 

Impact  

Our Writing curriculum is high quality, well thought out and is planned to demonstrate progression.  

Assessment for learning strategies are used on a daily basis. These allow a picture to be built up of the pupils’ progress, any areas of strength or weakness which can then be addressed in teachers’ planning.  

Assessment of learning is completed half-termly. Children complete independent writing pieces within a unit of work, which are assessed against our writing criteria. Analysis of the data impacts upon teachers planning so pupils’ needs can be addressed. Moderation of teacher assessment is also completed in order to ensure that judgements are accurate. Children are assessed using National Curriculum level descriptors and analysed to ensure that they are making at least expected progress if not more than expected progress, this document is then monitored by the subject leader and senior leadership team. Children who are not on track are identified for intervention/target teaching. 

The Subject Leader completes monitoring in-line with the school’s monitoring arrangements and reports to Governors. 

Speaking and Listening

Intent  

At Woodcocks’ Well CE (VA) Primary School we are continuously discovering a world of wonder empowered by God’s spirit. Children become confident communicators by the time they leave us at the end of KS2. We want them to also develop a passion for reading, with an enthusiasm in reading for pleasure. We encourage book choices, which foster the ‘Fruits of the Spirit’ values; love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control. We aim for all children to meet their age-related expectations or make accelerated progress from their starting point.  

Our curriculum is designed around the needs of the pupils in our school and there are a variety of approaches we follow to enable children in making good progress.  

At Woodcocks’ Well CE Primary School we build on the children’s experiences of speaking and listening, planning opportunities to develop specific skills and to value the importance of Speaking and Listening as a learning skill. Children speak in a range of contexts, adapting what they say and how they say it to the purpose and the audience. We enable them to take varied roles in groups, giving them opportunities to contribute to situations with different demands.  

Speaking and Listening is integral to children’s learning. We learn by talking about our thoughts and ideas, we can edit and refine our thoughts and we learn from listening to others. We teach children to respond appropriately to others, thinking about what has been said and the language used. This means that Speaking and Listening is valued across the whole curriculum not purely in English. 

We aim for children to be able to speak clearly, and to develop and sustain ideas in talk. In listening, children become attentive listeners, developing their analytical skills. Children take part in group discussions, making contributions, listening to others and working collaboratively. In drama activities, children express their ideas, take on roles and perform to others using verbal and non-verbal communication. 

Implementation  

Speaking and Listening is used in all curriculum areas. Speaking and Listening will occur on a one-to-one basis, in small groups and in whole class situations.  

Approaches to Speaking and Listening  

In order to promote high quality speaking and listening, teachers adopt a variety of strategies.  

These strategies involve:  

• Teacher modelling of dialogue (turn taking, offering opinions and inviting responses). 
• Modelling good listening skills (respecting, even if disagreeing with other viewpoints). 
• Modelling values (encourage participation by all, praise sensitivity). 
• Modelling participation. 
• Providing a wide range of contexts for speaking and listening. 
• Providing clearly structured tasks which require all pupils to participate in talk. (e.g., class debates) 
• Giving pupils the opportunity to take on different roles within groups.
• Showing children how to organise and structure their speech and to use vocabulary and syntax to communicate more complex meanings. 
• Showing how talk can directly impact on their learning e.g., oral rehearsal of sentences before writing them down; ‘think it, say it, hold it, write it!’

Progression in speaking and listening is mapped out in line with National Curriculum Programme of Study for Spoken Language. 

Impact  

Our Speaking and Listening Curriculum is high quality, well thought out and is planned to demonstrate progression. 

Through our assessments we are able to set high expectations for the children, encouraging them to be confident speakers and attentive listeners. Our children embrace opportunities to speak, whether it be in the classroom, in collective worship, in front of other adults in school, through pupil voice interviews or in front of parents or governors. The proof of the speaking and listening learning that has taken place can be heard in the voices of the children that we teach. It will be heard when listening to them debate in class, when watching them turn-take in a group discussion, felt through the profound questions they ask and the attentiveness with which they listen.