Reading:

Phonics - EYFS and Key Stage 1:

Phonics is taught through the Read Write Inc scheme of work in EYFS, Key Stage 1 and is continued to be used as an intervention programme into lower Key Stage 2. 

Each morning, all children in Early Years and Key Stage 1 are grouped homogenously, by stage not age, and have a discrete phonics lesson. 

From the very first few days when they start at school, pupils begin to read using phonetically decodeable texts that are in line with their reading ability. During the Read Write Inc sessions, sounds are taught and embedded and pupils are given regular opportunities to read with a partner to practise and apply their phonetic knowledge whilst building fluency.

Additional phonics sessions take place in year groups during the afternoon.

Children have 3 books sent home weekly to read with an adult. These are based on the phonics that have been taught as well as the high frequency words. This practice continues in throughout EYFS and Key Stage 1. As soon as children are confident decoders and are able to read fluently, they progress onto ‘real’ books where their inference and deduction skills are developed, as well as their love for reading.

Any children who are not reading frequently enough at home, will have daily 1:1 reading with an adult in school.

Please see the reading tab on the website for more detail on our approach to phonics lessons using this scheme of work.

Key Stage 2:

The approach to reading throughout Key Stage 2 may be seen as taking a ‘three-pronged approach’.

1. All children in KS2 are taught specific reading skills each week during their Reading Response lesson. In this English lesson, the children are given questions from all of the content domains. 

2. Each Key Stage 2 each class also does an additional reading lesson 4 times a week. This lesson is a Whole Class Reading session. The children are taught lessons exploring different texts about a linked theme. For example, in Year Six the children will explore texts based on the theme of Pompeii (a non-fiction text, fiction text and a song). Each text is a focus for two days. The Whole Class Reading sessions are structured to have a vocabulary focus at the start, a quick retrieval section and then a series of partnered talk or individual thinking questions which lead to solo work at the end.

3. Each KS2 class has a weekly Book Circle session, lead by an adult,  which is dedicated to foster a passion for stories and the written word. Books are carefully chosen to pique interest, stretch knowledge, or open up a new series of books. Guided by the adult, children join in with each book by reading the text chorally, individually or simply by listening. Talk and a book focused conversation is key to fostering a love of reading in all of our children.

Regardless of year group, it is the expectation that every child in school will read at home at least five times weekly. This is monitored in school through the use of a digital reading record which is posted on Seesaw for staff to keep track of.

Writing:

Writing stems from quality texts, film units, class projects or extra curricular activities that may stimulate children’s interests and enthusiasm for writing.

Within a weekly period, during English lessons, each class will be taught one lesson with a discrete grammar focus; one comprehension / reading skills lesson; a lesson based on text analysis followed by a series of lessons where children may participate in shared or group writing as well as planning and scripting their own piece of writing. It is at the teacher’s discretion as to how they order these lessons.  Children will be given the opportunity to act upon feedback and edit and improve their independent writing during lesson time. In this way, all the elements of the writing process are embedded as one whole. This approach to writing is consistent across the school.

Over the year, children will experience a range of writing types including fiction, non-fiction and poetry. The skills learnt during writing sessions are expected to be applied across the curriculum.

Key Stage 2 children are taught weekly spelling patterns and rules, building on the spelling patterns taught in the children's phonics lessons in KS1. Some of the rules are revision of the previous phase or year group in school. In each spelling lesson, the children are taught the rule and then have chance to verbally explain, in a rally robin, why certain words are spelt the way they are. This is modelled by the teacher first to ensure the children are explaining using the spelling rule. The next part of the lesson gives the children chance to practise applying the rule to 15-18 words; this is marked straight away and any misconceptions are addressed. The lesson finishes with children being taught specific exceptions to the rule they have been learning.

How the subject is assessed:

Writing: All children write their extended piece in their English book, rather than in  a separate writing book. This is so the writing process is all in once place. The class teacher assesses children by recording ticks on their key skills sheet (at the front of each child’s book) next to objectives that have been met satisfactorily. Pupils talk about their work with their teacher and are given points to work on and improve. Children are expected to carry out improvements and edit their work, with a scaffold from the teacher if required, using a purple ‘polishing pen’.

The assessments taken from these key skills sheets are entered onto the school’s main tracking document (Insight), which has been adapted to match the school’s criteria. In this way, progress can be measured and discussed at termly pupil progress meetings.

Once per term, class teachers will meet with LLG collegues from other schools to ensure accuracy of assessment.  Additionally, in-house moderation takes place where colleagues meet, discuss and review marking and feedback in key stages. 

Reading: Reading is assessed formally through formal reading tests once per term.  This gives pupils a scaled score so that teachers can target individual and groups of pupils accordingly. Assessment for learning takes place daily during every single reading lesson. Any misconceptions are addressed during the session and the class teacher will adjust their planning, if necessary, for the following session.   

Spelling: In Key Stage 1, spelling is taught during the Read Write Inc lesson. Children learn to spell words using the sound they have learnt that day. They use ‘Fred fingers’ to say the sounds in the words and then write it. ‘Tick or fix’ is used for the children to check and, if needed, correct their spelling. They also then recap on words with sounds they already know during the ‘review word’ section.

In Key Stage 2, spellings are given to pupils as a list and are practised at home (in books or on EdShed) and in school.  Spelling is assessed formally each term.

Grammar and Punctuation: Whole class targets for grammar and punctuation may be taken from the yearly objectives,  weekly dictation or extended writing.  In addition, pupils undertake a short grammar test each term.  These tests use questions that are similar to the KS1 and KS2 grammar, spelling and punctuation tests and therefore pupils are familiar with key vocabulary before reaching UKS2.  

Impact: Where to now? Recent developments, highlights and priorities for future developments

2023-2024

1. Continue to improve reading provision in EYFS, KS1 and KS2.

a) To further develop our approach reading (whole class reading in KS2).

• WCR is embedded within our KS2 curriculum and classrooms. The data is showing this, alongside the rest of our reading provision, is having a positive impact on learning. We have started to unpick the LKS2 reading spine, but this will continue into the next year. 

b) Improve impact of reading / phonics interventions (ongoing).

• All staff had RWI training delivered by a RWI trainer. Weekly RWI coaching takes place for all staff delivering the programme. KS1 LSAs have had 1:1 reading training. Welfare staff who read with the children have also had 1:1 reading training.

2. To further develop accuracy rates in spelling across the whole school.

• Through RWI, phonics patterns are continually practised and so become embedded as they move through EYFS and KS1. The same spelling patterns are revisited, each time building upon the complexity of the words. 
• In KS2, we have embedded a new spelling scheme which is used throughout KS2. The consistent approach towards this area provides a scaffold for staff and familiar structure for children. The impact on spelling will be monitored at the end of the year. This will be an ongoing action for the next academic year.

3. To further enable teachers to develop their skill and expertise in teaching pupils how to write well with improved outcomes in spelling, vocabulary acquisition and a more consistent, supportive method of planning.

• All staff have received CPD in: planning writing, spelling lessons, WCR lessons, writing assessment, writing moderation and the reading culture in school.
• Regular RWI coaching takes place for all staff delivering the programme. All staff had RWI training delivered by a RWI trainer. KS1 LSAs have had 1:1 reading training. This is an action which will continue in the next academic year.

4. Ensure that vocabulary in English lessons, and across the curriculum, is a high priority.

• All classrooms have an English working wall which is used daily. Each class has a vocabulary section on their working wall which is updated as the week progresses. All wider curriculum lessons begin with explicit teaching of any new vocabulary needed for the session. The vocabulary is written on cards and is presented to the children as it's taught, and then it stays up for the duration of the lesson. Sometimes, if appropriate, the vocabulary will be added to a classroom display and is referred back to throughout the unit of work. There has been an expectation teacher include vocabulary on their planning. Teachers have said this has had a positive impact on their teaching, and it is something which will be continued next year.

5. To focus on tier 2 vocabulary which will be able to be applied across the curriculum.

• As stated above, all wider curriculum lessons begin with explicit teaching of any new vocabulary needed for the session. The vocabulary is written on cards and is presented to the children as it's taught, and then it stays up for the duration of the lesson. Sometimes, if appropriate, the vocabulary will be added to a classroom display and is referred back to throughout the unit of work. Monitoring has shown this has had a positive impact on learning as children are using the tier 2 vocabulary when discussing their learning with subject leaders. 

EYFS

Good Level of Development                       %

Phonics                                                       %

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All children

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