Joint English Leads: Emma Batt / Vicki Dickinson
Phonics Lead: Ellie Stevens
EYFS Literacy Lead: Carol Griffiths
‘The National Curriculum in England: English programmes of study’ is followed in Years 1-6
The published programmes followed are:
-Little Wandle ‘Letters and Sounds’ (LW)
-‘Pathways to Write’ (P2W) – includes speaking & listening, reading, writing, grammar, punctuation & spelling
-‘Rising Stars Spelling’ long-term plan
Handwriting – Penpals
Reception and Year 1
Key Stage 1
|1||Guided Read||Follow up Task||Listening Centre/ I-pads||High Frequency Words||Phonics/ Spelling|
|2||Phonics/ Spelling||Guided Read||Follow up Task||Listening Centre/ I-pads||High Frequency Words|
|3||High Frequency Words||Phonics/ Spelling||Guided Read||Follow up Task||Listening Centre/ I-pads|
|4||Listening Centre/ I-pads||High Frequency Words||Phonics/ Spelling||Guided Read||Follow up Task|
|5||Follow up Task||Listening Centre/ I-pads||High Frequency Words||Phonics/ Spelling||Guided Read|
Key Stage 2
To further promote reading for pleasure every year group from Years 3-6 reads a longer novel, usually linked to the P2W unit/theme. Each year group has a carefully selected (half class) set of books for each half term. Books are read by the teacher during story time, by the children during guided reading sessions and through extracts in whole class reading (WCR) lessons. Longer novels are sometimes read across a full term.
The Accelerated Reader (AR) programme is followed for independent reading and enables children to select high quality books to read, appropriate to their reading level. They read daily in school for 20 minutes and AR books are also taken home for continued reading. A ‘Star Test’, linked to AR, is carried out three times a year to track children’s progress and children are motivated to read by completing a quiz at the end of each book. In addition, class teachers deliver weekly review lessons to praise and challenge children on their AR reading.
Whole class reading lessons (WCR) and guided reading lessons take place each week. In the autumn term, year 3 continue with the year 2 model of guided reading daily and move to the guided reading/ WCR model when the children are ready. Equal time is given to guided reading and WCR across every half term. All children (regardless of attainment) receive a minimum of one guided reading session each half term and children not yet reading at age related expectations receive additional sessions . All children are encouraged to read aloud to develop fluency.
Whole Class Reading Lessons (WCR)
-The focus during these sessions is reading comprehension and reading fluency.
-Texts include age-appropriate short texts and extracts, non-fiction supporting the wider curriculum & poetry.
-The school’s ‘Comprehension Teaching Sequence’ is followed – this is used flexibly to reflect the teaching opportunities within the chosen text and the needs of the pupils.
-The adult always reads the text to the children first ensuring access for all children.
-A ‘model/ practise/ independent’ approach is followed throughout ie. adult models each skill, children practise the same skill then discuss, children carry out the same skill independently. Children work in mixed-attaining pairs for paired reading and discussions.
-Opportunities are provided to challenge higher attainers later in the sequence.
The guided reading lesson (GR)
-The focus during these sessions is word reading and reading fluency.
-a 30 minute lesson
-Includes a range of activities; GR with the teacher, pre/ follow-up tasks, Accelerated Reader (AR) and Spelling activities
-The class longer novel is used for the GR focus group, unless children are reading significantly below their expected age when book banded or earlier year group GR books are used.
-All children read aloud at the same time during the GR focus session with the adult.
Review Session; 1 weekly session
-Share AR reports with children – praise, reward, challenge.
-Listen to individual readers
-Revisit specific skills e.g., reading fluency
–Reading Accuracy; Fischer Family Trust Wave 3, Boosting Reading @ Primary (BRP), additional Guided Reading
–Reading Comprehension; On Track English Reading Comprehension (Rising Stars), Picture Detective Group (MCC), Inference at KS2 (Leicester Learning Services), Reading Between the Lines (Delamain & Spring)
In Years 1-6 we follow the Pathways to Write (P2W) programme, which is adapted to meet the needs of the children. Each unit is focused around a high-quality, age appropriate picture book. There are 6 units per year group, lasting approximately 3-4 weeks, leaving additional time for writing linked to the wider curriculum and special events, such as writing a report following a class visit. Half termly objectives remain the same throughout a half term (the mastery approach).
P2W Objectives are referred to as:
Gateway keys – objectives from earlier year groups
Mastery keys – year group objectives
Feature keys – objectives linked specifically to the genre
P2W Gateway Tasks:
P2W Final Writing Outcome:
Writing is independent even when children are provided with support materials, as they decide how to use the supporting information in their writing. Children are encouraged to use:
Writing Intervention – Pathways to Progress (P2P)
The ‘Penpals ‘handwriting programme is followed throughout school. Penpals helps us to teach the children to develop fast, fluent, legible handwriting. It links to the guidelines in the National Curriculum for England and Wales. Using Penpals ensures a coherent whole-school approach to continuing to improve handwriting standards.