English Intent, Implementation and Impact
At Linthwaite Ardron CE (VA) Junior and Infant School we believe that a quality English curriculum should develop children’s love of reading, writing and discussion. We have a rigorous organised English curriculum that provides many purposeful opportunities for reading, writing and discussion. Our curriculum closely follows the aims of the National Curriculum for English 2014 to enable all children to:
These aims are embedded across our English lessons and the wider curriculum. We will provide the means for children to develop a secure knowledge-base in English, which follows a clear pathway of progression as they advance through the primary curriculum. Rigorous assessment and review will ensure that we are able to provide targeted support so that all children experience success in English; we believe that a secure basis in literacy skills is crucial to a high quality education and will give our children the tools they need to participate fully as members of society.
Early reading is supported through the ‘Letters and Sounds’ scheme and we have reviewed our provision for phonics this year in line with the newly accredited synthetic phonics programmes and identified the ‘Little Wandle’ programme to follow for January 2022 In EYFS, children are given a SSP phonics book plus a ‘free choice’ book to take home daily, encouraging them to choose a book of their own in addition to the one matched to their individual reading ability. Once they become secure ‘free readers’ they have access to a range of genres and texts that encourage a breadth of reading experiences to become lifelong lovers of the written word.
Regular CPD and monitoring ensures that staff are equipped to teach English with the expertise and skills required to promote excellent progress, as well as a love of reading books that will serve them going forward in their future lives. Daily home school reading is monitored via each pupil’s individual Reading Record and a love of reading is consistently promoted throughout school via assemblies, display, events and a whole school ethos. Parental reading volunteers are actively encouraged and given an induction by the English lead into how to best support and progress children’s reading through the blue class reading records that cover all the reading strands. Parent / carer reading information sessions run by the EYFS and English lead give parents information and strategies on how to best support their child’s reading.
As our children develop their early reading skills through synthetic phonics, each class throughout school provides support and intervention sessions for those pupils who require additional input to secure their phonics knowledge and progress towards becoming ‘free readers’.
Linthwaite Ardron teaches reading through the CLPE ‘Power of Reading’, giving pupils access to high quality texts, planned to include learning resources and a long term overview to ensure a wide range of genres are covered. Additional resources are supplemented through schemes such as ‘Poetry Basket’ and individual texts that staff select to tie in with class topic or pertinent subject matter being taught, eg; war poems for Remembrance.
Each class undertakes reading and writing daily. Classes have an up to date selection of classic children’s books, colour-coded for progression to ensure books are matched correctly to each pupil’s reading ability to provide quality reading materials for all children and promote reading for enjoyment.
Daily small group reading comprehension intervention sessions support pupils in improving their reading skills, as does one to one reading with an adult, and greater depth intervention groups in Years 2 to 6 ensure that the reading skills of our most able readers are recognised, encouraged and progress. The annual Kirklees World Book Day Quiz competition is entered by our most able readers in Years 5 / 6 and is highly anticipated and enjoyed by the entrants.
When planning English lessons, teachers make links to other areas of the curriculum to ensure that cross curricular links provide further context for learning. Teaching blocks focus on fiction, non-fiction or poetry, in line with the 2014 National Curriculum and comprehension, grammar and writing are embedded in lessons. Lessons sequences themselves build progressively towards an extended piece of writing. Handwriting is taught within English lessons, with interventions for those requiring additional support, and final draft extended pieces of writing are retained in writing folders to promote a high level of pride and presentation across all written outcomes. Pupils ‘earn’ a ‘golden pen’ to encourage a high standard in their handwriting and these are held in high esteem.
To enrich the English curriculum, the school runs a Reading Club for pupils to engage in their love of books, has an after-school Drama Club and children also take part in poetry and creative writing competitions. The children also take part in organising and participating in World Book Day and a week-long Book Fair each Spring.
Assessment for Learning is embedded in English lessons and children are active in reviewing the successes in their work and identifying, with support from their teacher, target areas for development to ensure a continuous and individualised approach to improving their work.
The organisation of the English curriculum has created a school community of enthusiastic readers and writers who enjoy showcasing their developing English knowledge and skills. Children are confident to take risks in their reading and writing, and love to discuss and share their ideas. Outcomes of work in both English and foundation books evidence the quality of work and the impact of varied and cross curricular writing opportunities. These enable children to write across a range of forms and adapt their writing successfully, considering the purpose.