English

Teaching and Learning

In Reception, teachers plan Communication and Language (Listening, Attention and Understanding, and Speaking) and Literacy (Comprehension, Word Reading and Writing) based on the EYFS Statutory Framework 2021.  National Curriculum 2014 forms the basis of teaching and learning from Year 1 to Year 6.  All children receive at least the minimum entitlement of a daily English lesson. Lessons are planned using the Lancashire Themed Medium Term Plans (MTPs) as a starting point. Teachers create their own weekly plans outlining more detailed objectives, success criteria and differentiation from the MTPs. They work towards independent learning and plan for different working groups. A range of generic teaching strategies are employed and staff enrich their teaching activities through real experiences, such as author visits, and make use of the school grounds and local area where appropriate.  National and global issues, and British Values are reflected through the range and variety of texts used in both Key Stages.

Daily phonics lessons are taught in Reception and Year 1 based on Letters and Sounds. From Year 2 onwards, comprehensive schemes of work for spelling and handwriting are followed.

Planning Expectations:

Clear objectives are set for each session and are shared with pupils. 

Teachers differentiate according to the needs of the pupils and use intervention programmes for targeted support.

High quality English is expected and is developed across our curriculum with links being made with other subjects where appropriate.

ICT is used where it enhances, extends and complements English teaching and learning.

Additional adults are used to support the teaching of English. They work under the guidance of the teacher with small groups of children or individuals.

Inclusion

All children receive quality first English teaching on a daily basis and activities are differentiated accordingly. In addition, where identified pupils are considered to require targeted support to enable them to work towards age appropriate objectives, intervention programmes will be implemented. Teachers and teaching assistants plan programmes together and monitor progress of these pupils.  When appropriate, the SENCO is involved to inform and work with parents regarding how they can help at home.

The needs of children with English as an additional language will be met through planning and support from the EAL team where appropriate. This is supported by our equal opportunities policy.

Assessment, Recording and Reporting

Assessments are made in line with the school assessment policy.

Teachers use effective assessment for learning to ensure planning is based on prior attainment and that pupils know what they need to do to achieve the next steps. Group or individual targets are set accordingly. Marking is in line with the school marking and feedback policy.

Analysis of assessment data is used to set targets which are derived from the KLIPs document and are regularly reviewed.  The KLIPs document is updated at the end of each English unit or half term and a summative judgement made at the end of each term. Summative judgements (entering, developing, secure) are then tracked using the online tracking tool.   

Monitoring and Evaluation

The SLT, the English Subject Leader and teachers, monitor English. Having identified priorities, an action plan is produced and this may form part of the School Development Plan. This forms the basis for any monitoring activities and will clearly identify when, who and what is to be monitored and how this will take place e.g. classroom observation, planning scrutiny, work sampling etc

At All Saints’, we expect that the majority of pupils to have made at least good progress in reading and writing and have achieved Age Related Expectations.    

By the end of Reception, we expect that children will be able to use their knowledge of the phonics they have been taught to read and write words, phrases and simple sentences.  By the end of Key Stage 1, we expect that most pupils will be able to spell words phonetically along with spelling some uncommon words.  They will know some word classes and be able to identify, write and punctuate different sentence types, choosing which to use in their writing.   By the time the children leave us, at the end of Year Six, we expect that they will have the knowledge and skills to be able to write in a range of genres and for a range of audiences independently, and with control of grammar and spelling as required by the National Curriculum.  Children in both key stages will be able to produce and present work of which they can be proud.  They will have read and be able to understand a broad and varied range of text types and genres.  They will be able to express opinions, articulate feelings and formulate responses to them.  

Progression in English:

We follow Lancashire KLIPs documents in all aspects of reading and writing to plan for progression and to identify any gaps in learning. 

Phonics and Spelling:

In Reception, Year 1 and Year 2, phonics is based on the Letters and Sounds scheme of work.  From Year two up, we use Purple Mash for teaching spellings.

Handwriting:

Handwriting practice starts in Reception and continues throughout school.  We use the Martin Harvey and Debbie Watson ‘Achieving Excellence in Handwriting’ scheme.

Reading: 

We have a wide selection of reading books for home reading, class reading and guided reading.  These are matched to the individual needs of the children.  Home readers for Reception and Year 1 are phonically decodable

Phonics and Spelling

In Reception, Year 1 and Year 2 phonics is based on the Letters and Sounds scheme of work.  In addition, from Year 2 to Year 6, we use the Purple Mash spelling scheme for teaching spellings.

Reading

We have a wide selection of reading books for home reading, class reading and guided reading.  Teachers match these to children’s individual needs.  Home readers for Reception and Year 1 are phonically decodable and are changed weekly.  Phonically decodable books are also used for children in Year 2 and 3 who still need them.

Our school library has recently been renovated and updated to be a bright and inviting place to enjoy books.  The library is used by all children in school on a weekly basis and Key Stage 2 children are able to borrow books of their own choice to take home.

Handwriting

Handwriting practice starts in Reception and continues throughout school.  We use the Martin Harvey and Debbie Watson ‘Achieving Excellence in Handwriting’ scheme.  In Reception, we start with plain paper moving to some very wide lines by the end of Reception.  Year 1 use a mix of plain and wide lined and Year 2 use wide lined paper for most of their work.  Years 3, 4 and 5 write on plain paper with guidelines underneath and by the end of Year 6 children are confident with their handwriting including size and positioning and use narrow lined paper in preparation for their transition to high school.

Our English curriculum goes beyond the statutory requirements.  We offer many exciting opportunities such as: our amazing KS2 summer productions; visiting pantomimes; a range of exciting World Book Day activities – dressing up, pyjama day, local community quiz, door decorating, book swaps;  author visits to school; Brilliant Book Awards for Year 2 and Fantastic Book Awards for Year 6; connections with local libraries - visits to local libraries, librarians come into school to introduce the Summer Reading Challenge and children’s work is displayed in local libraries.