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Sir John Offley CE VC Primary School

Curriculum Intent, Implementation and Impact

Statement of Intent

At Sir John Offley the intent of our English curriculum is to create a love of reading and a passion to write creatively.

Reading Statement of Intent

It is our intent at Sir John Offley to provide pupils with a high-quality education in English that will teach pupils to speak, read and write fluently so that they can communicate their ideas and emotions to others effectively.

With regards to Reading, phonics will be emphasised in the early teaching of reading to beginners when they start school.

We intend to encourage all pupils to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, to gain knowledge across the curriculum and develop their comprehension skills. It is our intention to ensure that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

Writing Statement of Intent

At Sir John Offley Writing is a crucial part of our curriculum. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across the curriculum.

With regards to Writing, we intend for pupils to be able to plan, revise and evaluate their writing. To be able to do this effectively, pupils will focus on developing effective transcription and effective composition. They will also develop an awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. We also intend for pupils to leave school being able to use fluent, legible and speedy handwriting.

With regards to Spelling, teachers will show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They will also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. Pupils will be taught to control their speaking and writing consciously and to use Standard English.

We intend:

  • For pupils to be able to read, write, spell and speak at age appropriate levels and following age-related expectations.
  • For pupils to be exposed to a variety of literature, genres and authors.
  • For pupils to write for a variety of purposes and audiences; clearly, accurately and coherently, adapting their language and style as required.
  • For pupils to read and write daily.
  • For pupils to be confident when writing and read easily, fluently and with good understanding.
  • For pupils to develop an understanding of grammar and punctuation and to acquire a wide vocabulary and to use these appropriately.
  • For pupils to develop a love of reading for pleasure, as well as for information, by reading widely and often.
  • For pupils to acquire strategies to enable them to become independent learners in English (spelling rules and patterns and how to tackle unfamiliar words when reading).
  • For pupils to enter into discussion and to present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates.
  • Pupils to take pride in their writing and present their work to a high standard.

Implementation

  • All pupils to receive an English lesson.
  • To create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.
  • For pupils in EYFS and KS1 to have daily phonics sessions, following Letters And Sounds. For Year 2-6, to use the No Nonsense Spelling scheme, delivering 2/3 sessions per week. Pupils to have Spelling Journals.
  • For Guided Reading sessions to take place daily in all classes.
  • Pupils to have Reading Journals.
  • For all pupils to take reading books home frequently and to read regularly at home.
  • For pupils to be encouraged to read for pleasure – stars, Afternoon Tea with the Headteacher awarded with a book, book clubs, book fair, author visits, reading buddies etc.
  • Pupils to use ‘talk for writing’ to discuss ideas with each other prior to writing.
  • Working Walls – all classes to have an English display to aid pupils and guide them through the process of Reading and Analysing, Gathering Content, Planning and Writing.
  • Vocabulary – displays in class, all curriculum areas, to have vocabulary displayed. Classes to encourage a wider use of vocabulary. Thesauruses and dictionaries to be easily accessible for pupils to use.
  • Units of work to be planned that follow the teaching sequence Reading and Analysing, Gathering Content, Planning and Writing and cover a variety of genres and literary styles.
  • Short writing opportunities to be planned for and at least one longer independent writing task in each unit of work.
  • Teachers to plan different writing styles into other curriculum areas.
  • Work to be differentiated as required and needed.
  • Teachers and TAs to support ALL pupils on a regular basis; providing intervention, support and challenge that individuals require to advance their learning in all areas of English.
  • Grammar and Punctuation to be taught alongside the Units of Work and stand-alone where appropriate.
  • Teachers and TAs model reading, planning writing, writing and handwriting.
  • Teachers read out loud regularly to their class during shared reads and at other times of the day where appropriate.
  • Editing and proofreading skills are modelled by adults and used by the children.
  • Displays of writing around the school to encourage pride in work, give a purpose and audience and to show that work is valued.
  • Next steps marking to be used where appropriate.
  • Pre-cursive to be used and staff to follow the school’s handwriting policy.
  • To encourage and promote enjoyment in reading and writing events take place often throughout the year. These include: writing workshops, handwriting awards, World Book Day, library visits, visitors to assemblies, author/poet visits, Book Fairs and clubs.

Impact

  • Pupils enjoy reading regularly, for information and for enjoyment/pleasure.
  • Pupils discuss books with excitement and interest.
  • Pupils enjoy writing and use the features of different genres and styles. They can write for different purposes and audiences.
  • Pupils are proud of their writing.
  • Pupils know that others value their writing; they see it on display, made into class books, shared with their families etc.
  • Skills progress (grammar and punctuation) throughout the school is evident in children’s books.
  • Pupils are being adventurous with vocabulary choices.
  • Writing across the curriculum is the same standard as in English books.
  • There is evidence of a clear teaching sequence in books.
  • A range of genres are taught across the school resulting in pupils being exposed to, and knowledgeable about, literary styles, authors and genres. They can express preferences and give opinions, supported by evidence, about different texts.
  • Next steps marking provides positive support and directs the pupil on their next steps to improve their writing.
  • Pupils respond to feedback.
  • Pupils use classroom resources to support their learning.
  • Pupils presentation is of a high standard through following the school’s handwriting policy.
  • Teachers moderate pupils work in school and in cluster meetings with other schools to ensure accurate assessments are made.
  • Teachers track pupils’ progress each half term in Reading, Writing, Speaking and Spelling, Punctuation and Grammar. This informs planning and any intervention needed.
  • Pupil progress meetings with Headteacher and teachers each term ensure different groups and individual progress is monitored and interventions organised to support progress.
  • Intervention sessions enable a greater proportion of pupils to be on track to meet year group expectations or in the case of those working significantly below expectations to make better than expected progress.
  • Subject leader provides an action plan for the subject and addresses areas for development and improvement annually.
  • Subject leader creates reports for the governors each year so they are up to date with any new initiatives that have been introduced and the impact of these.
  • Subject leader conducts learning walks, lesson observations, pupil interviews and book monitoring throughout the year. These inform future areas for improvement and the impact of new initiatives.
  • Standards being met at the end of EYFS, Phonics Screening Check, KS1 and KS2 are in line with local and national averages. Each year data is analysed and any areas for improvement identified and addressed. These are often included on the School Improvement Plan and English Action Plan

Spelling whole school overview 2019/2020

Grammar whole school overview 2019-2020

English Policy

 

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