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English

Reading

Intent

  • To provide our pupils with a rich and varied English curriculum focused around achieving expected standards as laid out in the National Curriculum
  • To promote and instill a love for reading and high-quality literature to enable our pupils to become lifelong readers
  • To expose pupils to a wide range of high-quality texts to inspire their learning
    • Reduce impact of educational inequality through greater access to cultural capital

 

Implementation

  • Changed from traditional ‘Guided Reading’ sessions in 2017
    • Why?
      • To move away from ability grouping and sets
      • To engage all children with high quality texts
      • Greater focus on vocabulary
    • Why?
      • ‘The correlation between vocabulary size and life chances is as firm as any correlation in educational research. Vocabulary is important, because it embodies and communicates concepts… The considerable majority of vocabulary is only really encountered when reading and is not used in everyday speech.’
      • Sean Harford HMI National Director, Education 2019
      • All teaching staff provided with the Academic Word List (Averil Coxhead) – words that appear with great frequency in a broad range of academic texts
      • Parents of Year 5 and 6 provided with list to help support their children

Phonics

      • Starting in Nursery and Reception
      • Use of Letters and Sounds and Read Write Inc. schemes of work
      • Use of cued articulation to support children to remember the sounds using an action
      • Termly assessment
      • Reading books closely linked with phonics phase
      • Daily phonics sessions
      • TA phonics training for interventions

Reading Dogs

  • Skills focused  age appropriate for each key stage
  • Each ‘Reading Dog’ links with the curriculum statements for reading in each key stage
  • Strong focus on Vocabulary Victor in line with our vocabulary drive

Whole Class Reading

    • Challenge for greater depth readers with a range of texts including archaic/classic texts
      • Cultural Capital – text complexity in a range of text types
    • High quality text aimed just above independent reading age for age-related expectations
    • Individual assessments collected
    • Differentiated questioning to support lower attaining pupils whilst still exposing them to high quality texts

Reciprocal Reading

  • Developing independent readers and learners
  • Gives pupils ownership of their learning
  • Group-based activity promoting BLP skills including: collaboration, making links, interdependence and questioning
  • Focus on ‘The Clarifier’ in line with vocabulary drive

Reading For Pleasure

  • Reading bands
  • Reading at home
  • Support for parents – Reading Dogs questioning bookmarks

Reading Morning

  • Parents invited in to learn about how we teach reading
  • This year – focus on specific reading dog each session
  • Question prompts demonstrated during session
  • Activity linked to reading dog skill

 

Impact

 

  • Internal data school data (Target Tracker)
    • 73.7% of pupils achieved ARE for reading at the end of 2018/2019
    • Females are higher achievers
    • Non-FSM, non-PP and non-SEND pupils have better attainment
      • Consistent with Surrey data
      • Cross group pupils account for more than one pupil group
    • Early readers tracking/ pupils at risk of not meeting ARE
      • Targeted in-class support and interventions in place for pupils at risk of not meeting ARE
  • Whole school (Year 1 – 6) termly assessments introduced in 2018
  • Teaching the skills required to sit end of key stage tests (SATs) in years 2 and 6
  • Data shows in year increase in knowledge and skills across year groups
    • Each termly assessment for each year group is of comparable difficulty allowing us to note improvements between terms
  • Teachers are able to use online gap analysis to tailor their subsequent lessons to focus on specific reading skills

 

Actions

  • Senior staff to listen to pupils read as an extra monitoring check to ensure reading books are ability appropriate
    • Focus on pupils on Early Readers/ At Risk document
  • Phonics interventions for Year 1 and 2 pupils at risk of not passing Phonics Screening Test/resit
  • Reading lesson observations to ensure consistency of teaching reading skills across the school
  • Work with TAs to deepen understanding of teaching through reciprocal reading, whole class reading using the reading dogs and how they can support pupils in class and through interventions
  • Work on embedding understanding of cultural capital by ensuring pupils have access and are being exposed to a range of high quality text
    • Text mapping for the curriculum
  • Curriculum to move from two year cycle to one year cycle

 

3 Year Vision

  • For reading to be at the centre of our curriculum
  • Continuation and embedding of teaching practices implemented over the last 2 years
  • Review texts used to ensure they provide cross-curricular links specific to each year group’s foundation subjects
  • Embed reading dogs practice within the 3-week writing learning journey

 

 

Writing

 

Intent

  • To provide our pupils with a rich and varied English curriculum focused around achieving expected standards as laid out in the National Curriculum
  • To engage pupils by providing them with diverse opportunities to write in a variety of styles
  • To speak, plan and write fluently in order to communicate effectively

 

Implementation

  • Following writing consultation (2017) with Jonathon Gambier, moved to Talk for Writing style curriculum
  • English is blocked into a 3-week learning journey. At the end of every week of the learning journey, the children will be writing an extended piece of writing with a clear focus
    • Week 1 – Imitation
    • Week 2 – Innovation
    • Week 3 – Invention
  • Each half-term pupils will complete 1 non-fiction and 1 fiction block
    • Ensuring they are provided with opportunities to write in a wide range of styles across the year and key stages
  • Text based with skills focus around a specific writing style (fiction and non-fiction)
  • Reading for writing – exploring and analysing a range of carefully selected texts which show the key features of the text type
  • Cultivate a love of literature to inspire writing for pleasure
  • Develop skills that enable pupils to read writing aloud to edit for errors and improvements
  • Weekly grammar and spelling (linked to weekly spellings) focus
  • Promote poetry to allow pupils to learn poems by heart

 

Impact

  • Internal data whole school (Target Tracker)
    • 63.9% f pupils achieved ARE for writing at the end of 2018/2019.
    • Females are higher achievers
    • Non-FSM, Non-PP and Non-SEND pupils have better attainment
      • Consistent with Surrey data
      • Cross group pupils account for more than one pupil group
    • FSM and PP pupils have progressed faster than their non-FSM and non-PP peers over the year
      • Targeted in-class support and interventions in place for pupils at risk of not meeting ARE

 

Actions

  • Writing book look to focus on first 3 week block of writing following the writing sequence: imitate, innovate, invent
  • Writing learning walk with focus on vocabulary within texts and pupils work
  • Work with TAs to deepen understanding of teaching sequence and importance of vocabulary and how they can support pupils in class and through interventions
  • Work on embedding understanding of cultural capital by ensuring pupils have access and are being exposed to a range of high quality texts
  • Text mapping for the curriculum
  • Curriculum to move from two year cycle to one year cycle

 

3 Year Vision

  • Remain tightly knitted with reading curriculum to ensure use of varied, quality texts that inspire writing that meets or exceeds expectations
  • Continuation and embedding of teaching practices implemented over the last 3 years
  • Link in seamlessly with new cross-curricular curriculum to be implemented over the next 3 years