English Lead: Alison Bolton
Deputy English Lead: Deanne Lee
We follow a range of programmes and approaches in English to ensure consistency, content coverage and progression of knowledge and skills within and across year groups. A strong emphasis is placed on speaking and listening and the development of vocabulary. Staff model spoken and written standard English and they model effective handwriting.
Reading is taught in a range of ways - discreet phonics lessons, reading carousels that include guided reading sessions and whole class reading lessons. Opportunities are provided for children to read daily. Classes visit Longsight Library half termly to borrow books and the school library is opened at lunchtimes for specific year groups to visit and borrow books. Class teachers listen to all children read regularly and they identify children to target for additional 1:1 reading. Shared Reading takes place within English lessons and Whole Class Reading lessons – teachers and support staff model and reinforce reading and comprehension strategies.
A discreet ‘Letters and Sounds’ phonics lesson is delivered daily for 30 minutes for all children and, in addition, the DfE’s ‘1:1 Tutoring’ programme is used to provide individual, additional, tailored support for some children daily.
All children also take part in a daily carousel of reading-related activities (see example table below) . As part of the carousel, groups of children engage in a guided reading session with their teacher. All children engage in at least one guided reading session each week. Additional guided reading sessions are provided for children needing additional support. Children also read individually with an adult at least twice a week. In Year 2, children practise reading at speed and scanning for words and answers quickly within texts.
|1||Guided Read||Follow up task||Listening Centre/ipads||High Frequency words||Phonics / spelling|
|2||Phonics / Spelling||Guided Read||Follow up task||Listening Centre / ipads||High frequency words|
|3||High Frequency words||Phonics / Spellling||Guided Read||Follow up Task||Listening Centre / ipads|
|4||Listening centre / ipads||High Frequency words||Phonics / Spelling||Guided Read||Follow up task|
|5||Follow up task||Listening Centre / ipads||High Frequency Words||Phonics / Spelling||Guided Read|
Phonically decodable books, linked to the week’s phonics learning, are sent home each week for children to read. As children become more confident with reading, additional highly decodable book-banded books are also sent home. Parents are invited to attend meetings early in the Autumn Term, led by class teachers, to find out more about phonics and reading routines and how they can support reading at home. Meetings are also held in the Spring Term for Year 1 parents to find out about the ‘Year 1 Phonic Check’ and for Year 2 Parents to find out about KS1 SATs.
Teachers deliver a daily whole class reading lesson that follows a bespoke, flexible, comprehension teaching sequence (see attached document). Age-appropriate, high quality fiction and non-fiction texts are used and often link to the wider curriculum. Within the sequence, children practise a range of skills such as clarifying words, identifying text features, use of specific language to impact the reader, visualising and answering questions. Children often work in mixed-attaining pairs in lessons.
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 monitoring lessons to praise and challenge children on their AR reading.
Guided Reading sessions are delivered during some AR lessons each week. During these sessions, children read a book at their instructional level with a focus on ‘word reading’, including intonation, phrasing, fluency, accuracy and speed.
KS2 parents are encouraged to support their child’s reading at home. Parent meetings are held early in the Autumn Term, led by class teachers, to explain reading routines and to share ways in which parents can support at home. A meeting for Year 6 parents is also held in the Spring Term to provide information about the national KS2 SATs.
The following intervention programmes are used when children need additional support with reading:
We follow a Mastery approach to English and Writing through the programme ‘Pathways to Write’ (introduced at the start of the Autumn Term 2020/21, in Years 1 to 6). Units of work are delivered using high quality texts and children in all year groups are given varied opportunities for writing. Skills are built up through repetition within the units, and children apply these skills in the writing activities provided. Many opportunities for widening children’s vocabulary are given through the Pathways to Write approach and this builds on the extensive work we do in school to provide our children with a rich and varied vocabulary.
The end of year expectations for writing, reading and spoken language for each of our year groups can be found in the attached documents.
The Rising Stars Spelling programme is the core programme followed. It is a lively, flexible programme for teaching spelling across school, from Year 1 to Year 6. It is underpinned by a clear progression pathway and prepares the pupils for the National Tests.
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 drive up handwriting standards.