Living to Learn, Learning to Live Together

ENGLISH (Reading)

At New Pastures Primary School we ensure our curriculum is fully inclusive to every child. Reading is a key life skill and we strive to embed a culture of reading into the core of what we do in order for pupils to develop culturally, emotionally, intellectually, socially and spiritually. We fulfil the requirements of the National Curriculum for English, providing a broad, balanced and differentiated curriculum that encompasses the British Values throughout. We firmly believe that by delivering a quality English curriculum we will develop children`s love of reading, writing and discussion.

Intent

  • To foster a lifelong love of reading by exposing our children to quality literature across all curriculum areas and enhancing the variety of topics that we teach.

  • Through reading, give children the opportunity to explore new ideas, visit new places, meet new characters and develop a better understanding of other cultures and the wider world.

  • To build children’s vocabulary and  give them the word power they need to become successful speakers and writers as well as confident readers.

  • To develop reading accurately with fluency and understanding.

  • To help children become active, confident and independent readers through developing their comprehension skills

  • To have a thorough knowledge of the basic skills needed for reading which follows a clear pathway of progression that carries them forward to the next phase of their education 

Implementation

Staff Subject Knowledge and professional development  

  • The English leader ensures that all staff are well supported to implement the English action plan through careful alignment of CPD to actions and policies, closely monitoring and feeding back on planning, lesson observations, work scrutinies, attending LA Network meetings, reading current research, as well as discussion and termly questionnaires with colleagues.

Ensuring progress for all pupils

  • There is a clear skills progression for each year group in reading which sits alongside carefully chosen texts to inspire children’s learning across the whole curriculum. Assessment systems are rigorous using the school skills progression. Through lesson observations, data analysis and pupil progress meetings teachers and leaders identify barriers and agree actions and interventions for children who are not making expected progress. Staff use a simple view of reading grid to identify the needs of different groups of children. A variety of reading interventions are used so their needs can be met

  • No Nonsense Phonics, Reciprocal reading, Fluency Project.

  • We encourage the joy of reading through-our Reading Heroes in year two-three, ‘Book at Bedtime’ in Foundation and Key Stage One, Visits from the story bus and the collaboration with Doncaster Stories. The Reading Shed in Key Stage Two, whole school events such as ‘Around the World in stories’. We explicitly teach pupils how to access non-fiction texts and ensure theyb have access to a range of information texts through IT resources and termly non-fiction book loans to support topics.

  • We ensure all pupils have access to quality books to take home - buying every child in school a book and encouraging a love of reading. Meetings and workshops are held  for parents as well as guidance, on how parents/carers can support their child.

The teaching and learning sequence

  • There is a whole school reading curriculum plan where quality core texts from a variety of genres and authors for each year group. These are constantly reviewed and updated based on new publications and recommendations.  

  • In phonics, we follow Letters and Sounds as our core scheme but this is supplemented with additional resources. Home and Guided reading books are reviewed to ensure they are in line with each phonics phase. Staff assess phonics each half term using the ‘Steps to success’ phonics assessment and previous National Phonics tests.  

  • There is a dual approach to teaching reading through sharing a text with a whole class and guided reading groups where children access Banded Reading Books in line with the whole school assessment expectations.

  • We use Reading Vipers to develop questions across the range of reading skills so children develop retrieval, inference, predicting, sequencing, summarising and vocabulary development.

  • There is a clear sequence of reading skills progression for each year group and this is used, alongside other assessment tools,  to inform next steps in learning so teaching is targeted and learning is challenging.

Impact

  • Pupils are able to decode and read with fluency words at an age appropriate level. They are able to apply their growing phonic knowledge to a range of reading materials,

  • Pupils have a growing comprehension and skill development appropriate to their age.

  • Pupils are active readers where they are able to use a variety of strategies to engage with texts such as connecting to their previous reading and own experiences.

  • All pupils have a developing bank of strategies to be able to understand the meaning of new vocabulary.

  • All pupils are engaged in lessons because they are ‘hooked’ from the outset and have a clear understanding of the purpose and audience of different texts.

  • Children can clearly talk about their reading preferences and develop a love of reading.

  • Reading environments promote the love of reading and encourage pupils to read further texts by the same author of genre.

  • Pupils are able to reflect upon their work, both with the guidance of an adult and their peers and know the next steps in their learning in order to make good progress.

  • There is a great emphasis on the use of good vocabulary in all teaching and pupils’ writing shows an increasing amount of appropriate language structures. This is well supported within the classroom environment.

  • Pupils will leave primary school being able to effectively apply their reading skills in order to deepen their learning.

  • Parents and carers will have a good understanding of how they can support reading at home.

  • The % of pupils working at ARE within each year group will be at least in line with national averages.

  • The % of pupils working at Greater Depth within each year group will be at least in line with national averages

  • There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged

ENGLISH (Writing)

At New Pastures Primary School we ensure our curriculum is fully inclusive to every child. Writing is a key life skill and we strive to embed skills in writing into all curricular areas. We fulfil the requirements of the National Curriculum for English, providing a broad, balanced and differentiated curriculum that encompasses the British Values throughout. We firmly believe that by delivering a quality English curriculum we will develop children`s love of reading, writing and discussion.

Intent

  • To build the children’s vocabularies so they have the words to express themselves and to understand others.

  • To show children how to adapt their language for different audiences and to provide these different audiences across the curriculum.

  • To develop confident, independent writers who enjoy the creative writing process both for a purpose and for its own sake through quality first teaching and high-quality provision.

  •  Be able to evaluate their own contributions as well as that of others.

  •  Enjoy writing and recognise its value in their lives.

  • To promote fluency in spelling through written transcription extensive and effective practice and explicitly taught spelling.

  •  To ensure technical accuracy and good presentation in writing so it can be read and understood by the reader.

Implementation

Staff Subject Knowledge and professional development 

  • The English leader ensures that all staff are well supported to implement the English action plan through careful alignment of CPD to actions and  policies, closely monitoring and feeding back on  planning, lesson observations, work scrutinies, attending LA Network meetings,  reading current research, as well as discussion and termly questionnaires with colleagues.

Ensuring progress for all pupils

  • There is a clear skills progression for each year group in Writing which sits alongside carefully chosen texts to inspire children’s writing. Assessment systems are rigorous using the school skills progression. Through lesson observations, data analysis and pupil progress meetings teachers and leaders identify barriers and agree actions and interventions for children who are not making expected progress

The writing sequence

  • All writing is planned with a clear purpose and audience. There are engaging ‘hooks’ used to engage and provide a stimulus for writing.  Pupils are able to see examples of quality text through the use of books and teachers modelling the writing process. Vocabulary and language structures are gathered and explored so the pupils have a good bank of vocabulary during the writing process (star words) Spelling and grammar is taught in meaningful contexts which feed into the overarching extended piece of writing. Using a ‘pals’ checklist, children and teachers reflect on pieces of writing and feedback is given so pupils are able to improve, edit and publish their work.

  • All pupils are expected to apply their writing skills in all curricular areas and be able to meet the same expectations in standards.

Impact

  • All pupils are engaged in lessons because learning is active and there is a real audience and purpose for most writing.

  • Learning is relevant so pupils build generic writing skills that they then apply in an end outcome. 

  • Pupils are able to apply their writing skills across the curriculum to help them deepen their understanding

  • Pupils are able to reflect upon their writing, both with the guidance of an adult and their peers and know the next steps in their learning in order to make good progress.

  • There is a great emphasis on the use of good vocabulary in all teaching and pupils’ understanding of language shows an increasing amount of sophistication. This is well supported within the classroom environment.

  • The % of pupils working at ARE within each year group will be at least in line with national averages.

  • The % of pupils working at Greater Depth within each year group will be at least in line with national averages

  • There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged

New Pastures Primary School

Pitt Street, Mexborough,

South Yorkshire S64 0LT

Email: admin@newpasturesprimary.co.uk

Tel: 01709 583271  Fax: 01709 578092

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