,
Message sent from:

English

Intent

Implementation

Reading

Children initially learn to enjoy reading and books through a structured programme of phonics teaching. Phonics is taught through a specific programme called Letters and Sounds. It is taught daily throughout EYFS and KS1. Children are taught how to segment and blend and develop other strategies to help them to read new words. They develop the skills to read a range of fiction and non-fiction material fluently, critically and with understanding. They reflect on the meanings of texts and evaluate how effective they are.

From Year 2 to Year 6, teachers, primarily, adapt the Literacy Company’s ‘Pathways to Read’ programme; building children’s confidence with more challenging texts and focusing on understanding reading material at a deeper level – inferring meaning when answers are not always obvious.  This scheme is supported by a range of additional resources to support the children’s progress in reading.

For further information on Reading, Phonics and Spelling at LSJ, click on the links below.

Reading

Phonics

Writing

Our English units always focus on high quality texts and begin with a ‘learning hook’ to promote engagement from the children as well as motivating them to learn. The children are given many opportunities to write in different contexts and across a variety of genres: shopping lists in emergent handwriting in Reception to diary entries, autobiographies and PowerPoint presentations in Year 6.

When the children first come to school, they learn to experiment with writing. We then use a programme of phonics, combined with teaching the spelling of common words, to enable our learners to write independently. As they progress through school, they learn to punctuate and improve their handwriting. Through our ‘Pathways to Write’ programme, which is based on some challenging texts, children are taught to master the skills of writing by focusing on particular techniques throughout a unit of work. As they become more confident, children are taught to write in different contexts, for different purposes and to apply language rules and traditions for effect.

For further information on writing at LSJ, click the on link below.

Writing

Impact

Children at LSJ have a love for reading and writing. They enjoy showcasing their developing English knowledge and skills and are keen to share their ideas. Impact is measured by:

  • regular summative and formative assessment (including NFER, Phonics Assessment, Reading Plus , PM Benchmarking)
  • identification of early support and intervention
  • learning walks, pupil observations, discussions around work within school books, data analysis, conversation with parents, reading with children and through progress meetings
  • end of Key Stage statutory assessments in reading
  • half-termly writing assessments using the Oxford Writing Assessment materials and National Curriculum expectations
  • spelling, punctuation and grammar (SPaG) is assessed at the end of each term using NFER tests and weekly spelling tests from Spelling Shed resources
  • moderation of writing within clusters of schools
X
Hit enter to search