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Camrose Primary School

English At Camrose

English

Language is fundamental to learning and is the foundation of the whole curriculum. Every aspect of the children’s work is influenced by the extent to which they use language with imagination and accuracy. Competence in speaking and listening, reading and writing, is encouraged throughout the curriculum in order to enable the children to communicate appropriately and effectively.

The English Curriculum Progression Grid shows what will be covered by all children and how skills and knowledge are developed as the children progress through the school.

Intent

The ability to read and write effectively not only has a direct impact on progress and attainment in all areas of the curriculum but also upon children’s confidence, self-esteem and motivation to learn.

In line with the National Curriculum for English (2014), our aim is to provide a high-quality English education, which develops children’s spoken language, reading, writing and vocabulary, as well as providing a key to access the whole curriculum.

Our curriculum is designed to develop children’s knowledge sequentially, revisit, remember and apply old skills and learn new skills to achieve the objectives set by the 2014 National Curriculum.

The curriculum intends children to acquire a wide vocabulary, a secure understanding of grammar and linguistic conventions, as well as the ability to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school.

The teaching of varied and rich literature inspires and nurtures a culture where children take pride in their writing and fosters confident, life-long writers, communicators and fluent readers who are able to effectively articulate their ideas and emotions as members of society and the wider world.

The ability to read and write effectively not only has a direct impact on progress and attainment in all areas of the curriculum but also upon children’s confidence, self-esteem and motivation to learn.

In line with the National Curriculum for English (2014), our aim is to provide a high-quality English education, which develops children’s spoken language, reading, writing and vocabulary, as well as providing a key to access the whole curriculum.

Our curriculum is designed to develop children’s knowledge sequentially, revisit, remember and apply old skills and learn new skills to achieve the objectives set by the 2014 National Curriculum.

The curriculum intends children to acquire a wide vocabulary, a secure understanding of grammar and linguistic conventions, as well as the ability to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school.

The teaching of varied and rich literature inspires and nurtures a culture where children take pride in their writing and fosters confident, life-long writers, communicators and fluent readers who are able to effectively articulate their ideas and emotions as members of society and the wider world.

Implementation

The careful planning of learning objectives and success criteria are linked to the National Curriculum for English (2014) and are planned to be coherent and sequential so that children build on previous learning, apply what they know, integrate new knowledge and skills, and develop an increasing level of fluency so that they are ready for the next stage of their education.

Our aim is to make our SEND and disadvantaged children feel valued and included and to have high aspirations. Inclusion is embedded in our practice and teachers regularly review and reflect upon their own practice to ensure progress is made. Teaching is adapted and responds to the strengths and needs of all learners.

Opportunities for children to apply their writing across a range of genres are planned and links to the wider curriculum are made carefully when doing this. Each year group have a yearly overview of the writing genres - both narrative and non-fiction - which they will teach. These have been planned to ensure a wide coverage of the key genres and to build on skills from year to year.

Children are given a wide range of opportunities to use and develop their speaking and listening skills to help them with the writing process across all areas of the curriculum. Appropriate strategies are also used across school, where they will aid and benefit the writing process, such as rehearsing writing verbally.

In the Foundation Stage and Key Stage 1, daily phonic sessions give children the opportunity to revisit previous learning then practise and apply new skills in structured but engaging ways.

Phonics teaching is carried out progressively. In Foundation and Key Stage One, children are taught through Little Wandle Phonics, a government validated systematic synthetic phonics programme, which offers a coherently planned sequence of lessons that supports the effective teaching of phonics. This is designed to support both reading and writing. Each year group progresses through the phonics phases 2 to 5. These phases are regularly revisited and recapped through daily phonics sessions. This cycle supports the retention of knowledge, allowing children to process, apply, and consolidate their understanding.

Reading for pleasure is encouraged throughout the school with opportunities to enjoy listening to stories for enjoyment in classes, book areas and the library.

Teachers are up skilled with regular CPD sessions both internally and outside of school.

Assessment:

Assessment is used consistently and strategically to evaluate children’s progress, knowledge, and understanding. It is a valuable tool used by teachers to be able to identify individual strengths and areas for development to inform next steps in planning and teaching.

Teacher, peer and self-assessment; oral and written feedback; and formative and summative assessments inform next steps, interventions, amendments, and provision to ensure children are supported and extended.

Writing is assessed at appropriate times and next steps identified by the teacher, as well as through self- and peer-assessment and ‘purple pen marking’, which equips children with the skills to understand how to improve their own learning: improving content rather than just error-spotting.

Differentiated phonics classes allow those children who have not passed the phonics screening check, or who need help to apply their phonic knowledge, the opportunity to close the gap with their peers.

Pupil progress meetings take place in both whole staff and individual year group formats. This allows for all staff to be supported in understanding and responding to their data as well as year group and whole school trends. This also enables staff to see children’s journeys before and after their time in a specific year group.

Children are supported by both teachers and learning support assistants through scaffolding and access to additional support materials such as success criteria, word banks, assistive technology, or a greater level of adult-led modelling.

Staff attend writing moderations in school as part of staff meetings as well as external moderations with local schools.

Impact

To ensure children not only acquire the appropriate age-related knowledge linked to the English curriculum, but also skills which equip them to progress from their own personal starting points, and within their everyday lives.

As all aspects of English are an integral part of the curriculum, cross curricular writing standards have improved and skills taught in the English lesson are transferred into other subjects; this shows consolidation of skills and a deeper understanding of how and when to use specific grammar, punctuation and grammar objectives. 

Pupils make good progress from their own starting points. By the end of Year 6, the majority of pupils are able to write clearly and accurately and adapt their writing style to a range of purposes, contexts and audiences. Our children acquire a wide vocabulary and develop a love of writing that will equip them for the rest of their education.

Long term pupils will:

  • be confident in the art of speaking and listening and to be able to use discussion to communicate and further their learning
  • be able to read fluently both for pleasure and to further their learning.
  • enjoy writing across a range of genres
  • Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded
  • have a wide vocabulary and be adventurous with vocabulary choices within their writing
  • have a good knowledge of how to adapt their writing based on the context and audience
  • leave primary school being able to effectively apply spelling rules and patterns they have been taught
  • make good and better progress from their starting points to achieve their full potential