English

 Intent

Implementation

Writing 

At Ashton under Hill First School our writing lessons are based around high quality texts which support the teaching  of different text types, new vocabulary and SPAG skills that are set out in the National Curriculum. These texts are selected from the Book Writes teaching sequences and progress through three key planning stages: familiarisation of a text, a grammar focus which is relevant to the text's purpose and opportunities to practise writing independently. Within each of our carefully planned units, there are opportunities to develop reading comprehension, explore elements of grammar that are taught meaningfully through the text and opportunities to apply and consolidate learning through both modelled  and independent writing. We value the use of oracy within our writing lessons to plan, rehearse and edit our thoughts before recording them. Staff build in these opportunities through our use of 'I do, we do, you do' modelling strategies in line with Rosenshine's principles as set out in our teaching and learning strategy. 

Drawing Club 

In the Early Years, as children develop their early writing skills, we apply the principles of Drawing Club to engage them with writing. This approach uses stories and imagination to encourage children to draw and write with confidence. Through Drawing Club, we introduce new vocabulary in meaningful contexts and use oracy as part of our daily lessons to rehearse the children's ideas. 

The document below is our whole school overview and outlines the key spelling, punctuation and grammar content which is taken from the National Curriculum and when it will be taught. To support the retention of these skills and vocabulary, we use the Ninja squares resources to develop children's fluency and consolidate previous learning. 

Writing curriculum overview 

Reading 

At Ashton under Hill First School we believe a love of reading is fundamental to all learning. The enjoyment of reading is nurtured through opportunities to listen to, read, share and discuss a wide range of high quality engaging books. These texts underpin our English curriculum and through considered planning, we build regular opportunities for children to be exposed to a range of rich, high quality texts across the curriculum. 

Enhanced by the teaching of systematic phonics, our aim is for children to begin to develop fluency by the end of EYFS and become fluent readers by the end of Key Stage 1. We consistently use Bug Club Phonics as a teaching tool throughout EYFS and Key Stage 1. All staff have up to date phonics training and use the correct terminology when teaching a whole class, small groups or 1:1.

The teaching of daily phonics in EYFS and Key Stage 1 is given a high priority. Teaching is tailored to the children’s need through high quality teaching and timely, rigorous assessment in order to match learning to enable continuous progress. Any children who are not secure with this knowledge are exposed to ‘pre teach’ or ‘intervention’ sessions.   Reading books are selected to match the children’s phonetic knowledge and all children choose a book for pleasure to share and read at home.

Throughout the school we use Reading Vipers to teach reading skills. This is implemented through whole class reading sessions or small group teaching where questions and activities are carefully selected to teach these skills. We believe that high quality questioning and the teaching of vocabulary is essential for improving inference and comprehension skills. The impact of this provision is monitored through the analysis of NFER  and teacher assessment as well as the Phonics Screening Check at the end of Year 1. Individual pupil progress is monitored and analysed throughout the year through on-going assessments.

Fluency is built in through modelled, choral, echo and paired reading. All pupils benefit from regular whole class fluency sessions through exposure to high quality texts and vocabulary even if they require support to decode. 

 Reading curriculum overview

Handwriting 

In school, we use the Letter join programme to teaching handwriting. Children in KS1 will begin with patterns and letter formation, leading on to the correct joins for letters. Towards the end of Year 2, where appropriate, children will begin to join. In Years 3 and 4, children will focus on their joined handwriting, building on fluency and consistency. By Summer Term of Year 3, we begin to move the children on to writing in pen to further refine their handwriting and prepare them in being Middle School ready by the end of Year 5. 

Open here for Reading Progression

Open here for Writing Progression

Impact

 By the end of Key Stage 2, be able to:

• Be confident and enthusiastic communicators through their reading and writing.
• Use phonic knowledge to decode text and spell with increasing accuracy.
• Display a love of reading.
• Have and apply a secure knowledge of spelling, punctuation and grammar.
• Take pride in the presentation of their work.