Subject Leaders - Mrs Leng & Mr Hawkins

Intent

When our children leave St Paul’s we expect them to be avid readers, children who read fluently and widely and are able to express preferences and opinions about the texts that they read. We want them to read for pleasure, having had access to a wide range of text types, genres and authors in order for them to make informed opinions about their favourites.

Our aim is for children to write with confidence and accuracy for a variety of purposes and audiences whilst developing their own individual flair. We want our children to demonstrate grammatical accuracy and be able to apply spelling patterns correctly using a neat handwriting style.

We also aim for our children to apply these English skills to all areas of the curriculum.

This is underpinned by…

High Expectations –

• All children are expected to succeed and make progress from their starting points.

Modelling –

• Teachers model the skills needed to succeed in English providing examples of good practice and having high expectations.

Fluency –

• Children are committed to applying English skills confidently across the wider curriculum.

Vocabulary –

• Ambitious vocabulary is taught explicitly and is expected to be applied in everyday situations.

Implementation

Books are at the heart of everything that we do at St Paul’s; we follow a text based curriculum which informs our planning, work produced in books and subsequent assessment of children’s work. In reading children are given the opportunity to read both full texts and high quality extracts. Children are encouraged to read independently across a wide-range of genres. Reading will also be modelled by the class teacher in: English, shared reading, guided reading and ‘end of the day stories’.

We aim to develop children’s understanding of texts through questioning and discussion. Every child from nursery to year 6 has a home reading book which is at their reading level. These books are chosen independently by the children, to promote reading for pleasure. Or, from a selection of books matched to their phonics phase or colour-banding level.

We use Phonics to teach early reading and writing.  Children link sounds (phonemes) and their written form (graphemes) to recognise and read words and to decode new or unfamiliar words.  They read decodable books that are closely matched to their phonics level.

Every child learns the continuous cursive script in KS1. In KS2 they progress to join the letters (where appropriate).  

The school follows the Spelling Shed scheme where children are given words based around spelling rules related to the year group. Children are also expected to self-correct spellings based around these rules and the common exception words in their writing.

Grammar and punctuation is taught in both stand-alone lessons and also as part of lesson starters. They are linked to the children’s learning in English specifically the type of writing they are producing.

Impact

Pupil Voice -

• Through discussion and feedback, children talk enthusiastically about reading and writing and understand the importance of this subject.

Evidence in knowledge –

• Pupils are given exposure to a range of genres in writing. They develop their understanding of genres as they progress through the school, building on their previous knowledge.

Evidence in skills –

• Children are taught reading and writing progressively and at a pace appropriate to each individual child. Teachers ensure that skills taught are matched to National Curriculum objectives.

Outcomes –

• At the end of each year we expect every child to have progressed to their full potential. We want to be confident that when children move on to secondary education they are equipped with the skills and knowledge required to further succeed.