At St. Philip's Primary School, we are committed to providing our children with a curriculum that has a clear intention and impacts positively upon their needs.
Our vision is to ensure that every child in our school is given a broad and balanced curriculum that enthuses and motivates them, whilst considering the requirements of the English National Curriculum. We believe that reading, writing and communication are key life skills and we, as a school, endeavour to provide exciting and inspiring learning opportunities that promote the importance of these lifelong skills.
Our purpose is to enable children to:
• Read with enjoyment and understand for a variety of purposes.
• Write for different purposes in an appropriate style using spelling, punctuation and grammar, accurately and confidently.
• Communicate effectively.
• Develop accurate listening skills
When children leave our school, we intend for them to read fluently and widely and be able to express preferences and opinions about the texts that they read. We want them to read for pleasure, having had access to a wide range of text types, genres, and authors in order for them to make informed opinions about their favourites. We want our children to write with confidence and accuracy for a variety of purposes and audiences whilst developing their own individual flair. By exposing our children to a wide range of vocabulary, we aim to give them the skills to decipher new words and then use them when speaking both informally and formally. We aim for our children to apply all these English skills to all areas of the curriculum.
We recognise that reading is the most fundamental skill that children need to learn and is an essential skill for participation in all areas of life. Our core aim is for children to become confident and independent readers who gain not only understanding, but also real pleasure from the reading activities and texts they engage with.
In EYFS and Y1, the development of reading skills begins when children are introduced to phonics. Children are assessed regularly, and additional interventions offer support to those requiring it. Home reading books for these children match the phonics phase being practiced in school.
We use the small group guided reading approach to teaching reading in our 'Reading Workshop' sessions. The overarching aim of all our reading sessions is to:
- Instill a love of reading within each child
- Teach children the skills that help them to read for meaning
- Develop and widen children’s vocabulary
Our quality-first teaching of reading involves explicitly teaching the eight domain elements of comprehension (see below), ensuring that we develop competent, resilient, and well-informed readers.
All staff use the reading domain sentence stems, working on the following areas:
2a – give / explain the meaning of words in context
2b – retrieve and record information / identify key details from fiction and non-fiction
2c – summarise main ideas from more than one paragraph
2d – make inferences from the text / explain and justify inferences with evidence from the text
2e – predict what might happen from details stated and implied
2f – identify / explain how information / narrative content is related and contributes to meaning as a whole
2g – identify / explain how meaning is enhanced through choice of words and phrases
2h - Make comparisons within the text
In KS2, fluent readers carry out five reading tasks over the week: 1. A pre-read, 2. An adult guided session, 3. A follow-up task, 4. An independent reading task and 5. OTTER time (Our Time To Enjoy Reading). In EYFS and KS1, our early and beginner readers take part in at least two guided reading sessions per week. One that focuses on phonics and the second that develops skills in comprehension. When appropriate, children, in years 1 to 6, record activities in their Reading Journals.
Click to download our Reading Progression of Skills
Our home reading scheme comprises of books from a range of published schemes. Our wide range of both fiction and non-fiction books are engaging and carefully matched to the children's phonics stage or reading ability.
Children are expected to bring their reading books to school every day. We ensure that every child reads to an adult in school at least once per week and children in KS1 or those working below age related expectations will have additional reading sessions with adults in school.
Our 'Home School Agreement' states that children should read aloud to an adult at home at least three times each week. That adult will then sign the child's reading record. A child's reading record can also be signed if they have read other materials at home such as magazines, a library book, or a book from their own collection. If the reading record is signed, finished books can then be changed.
We identify children who need support and provide intervention in the most effective and efficient way that we can. We run Lancashire Reading Partner intervention sessions to children in both KS1 and KS2. We are fortunate to have a TA in school whose role in school is to hear children read.
We love to celebrate success of all learners and strive to help all children achieve their goals. Reading is celebrated in classrooms and around school.
In addition, throughout the school year our English curriculum is enhanced through World Book Day, an annual Spelling Bee competition, parent 'Come and Read' sessions and a range of trips and visits which enrich and complement children’s learning.
Our reading areas are now welcoming and well stocked, with a range of age-appropriate fiction and non-fiction books. In 2019, our wonderful PTA group funded these revamps.
We use a reading reward scheme in school and when children reach different reading milestones, they receive a certificate in our Super Star Worship and their name appears on the reading rockets on classroom doors. To achieve each award, children need to read a set number of books. These differ between Key Stages due to the length of books, the higher up the bands.
EYFS & KS1: Bronze Award = 20 books, Silver Award = 40 books, Gold Award = 60 books and Platinum Award = 80 books
KS2: Bronze Award = 15 books, Silver Award = 30 books, Gold Award = 45 books and Platinum Award = 60 books
In school, we follow the Ruth Miskin, Read Write Inc Scheme for teaching phonics. This scheme teaches children to read accurately and fluently with good comprehension. As they learn new sounds, they also learn rhymes to help them form each letter.
Words are made up of just 44 sounds in English. Here's a quick explanation of some of the key concepts.
- Phoneme - the smallest unit of sound as it is spoken.
- Grapheme - a written symbol that represents a sound (phoneme) that's either one letter or a sequence of letters
- Digraph - two letters that work together to make the same sound (ch, sh, ph)
- Trigraph - three letters that work together to make the same sound (igh, ore, ear)
- Split digraph - two letters that work together to make the same sound, separated by another letter in the same word. This enables children to understand the difference in vowel sounds between, for example, grip/gripe, rag/rage, tap/tape.
Meet Fred - Fred is our mascot in phonics and in sessions, he will say the 'sounds' of words and children will work out the word. For example, Fred will say the sounds c–a–t, and children will say the word cat. This is called Fred Talk.
The children may use magnetic letters to support them with their blending skills: The teacher will model the words and then the children with use their Fred Fingers to help them make the word.
Click the link below for ideas on how to support your child with phonics at home:
Click the following links to see how we assess phonics in school. These documents will show you just how many sounds the children have to learn!
Vocabulary is key!
Vocabulary will always be one of the most essential parts of teaching in both reading and writing. On 17th May 2021, we held a 'We Love Words' day and the whole school dressed up as a word. Look at some of the teachers below:
English working walls are a non-negotiable in school. These bright and engaging walls are used effectively during all English lessons and are referred to throughout the units being taught. Vocabulary is an essential part of the wall and words that have been explored are then added to the class vocabulary jar. Teachers model writing in all lessons (where applicable), and these modelled writes are added to the working walls as a WAGOLL (What a good one looks like). Children also contribute to the working wall to ensure they too take ownership of it.
Children in EYFS work towards achieving the Early Learning Goals. They experience a language-rich curriculum in which they are encouraged to explore the use of language through role-play, stories, rhymes, and other activities. Oral storytelling enables children to re-tell known stories with a series of actions.
Our 2-year rolling program for the English curriculum follows the sequence of skills required for each year group. English planning for writing follows the phase system- reading and analysing, gathering content, planning and writing. Working walls are used effectively by showing the skills the children are working on, new vocabulary they have been immersed in and the toolkit they are working with.
We teach English skills through a carefully selected range of high-quality children’s literature to stimulate children’s imaginations and we encourage children to:
- Write for pleasure and express creative ideas in many forms including poetry
- Write for a variety of audiences including real audiences
- Write a range of genres and for different purposes
- Plan, draft, discuss and reflect on their writing
- Use cursive handwriting which supports correct letter formation and spelling
- Use correct grammar and punctuation.
- Use phonic awareness to help spell unknown words.
- Develop a good knowledge and understanding of spelling patterns and irregularities in English spelling
Over each half term, we use some aspects of Talk4Writing to help our children learn to write. Talk4Writing begins with enjoying and sharing stories. Throughout the school, we place a strong emphasis on children reading stories and enjoying a range of literature from fiction and non-fiction to poetry. Through regular reading, we want children to build up an extensive and rich vocabulary for use in their own writing.
There are 3 stages to Talk4Writing: imitation, innovation, and application.
During the initial 'imitation' stage, children learn to tell a story/part of a story off by heart. They retell a text with expression using actions, consistent across school, and make use of a story map to support their retelling. Once the story is learnt, children are encouraged to adapt it. At the 'innovation' stage, children make the story their own, for example, by changing the character or setting. Finally, at the ‘application’ stage, children write their own text independently, using the vocabulary and structure they have learned throughout the Talk4Writing process.
Marking & Feedback
Whole class marking takes place in English and teachers feedback to the class at the start of each session. Children are given ‘Response Time’ to act on feedback given. During writing weeks, quality marking takes place daily and children are given scaffolding prompts to support them with their next steps to correct and consolidate their work.
Handwriting is an important life skill that influences the quality of work throughout the curriculum. At St. Philip's, we teach handwriting using Letter-Join. We aim to make handwriting an automatic process that does not interfere with creative and mental thinking. By the end of Key Stage 2, we expect all pupils to have the ability to produce fluent, legible and, eventually, speedy joined-up handwriting.
Click here to download support on how to form:
Spelling, Punctuation & Grammar
In spelling, EYFS and Y1 children practise high frequency word lists and spelling pattern lists set out in the letters and sounds guidance.
From Y2 onwards, spelling strategies are further developed through a range of activities following the No Nonsense spelling program. Through investigation, independent activities and games and the ‘look, say, cover, write, check’ strategy, children will learn spelling rules, word definitions and how to use these words in sentences.
Grammar, in the form of the I-Model is taught at the start of every English lesson. Using the five 'Is', children are first immersed in the focus skill before building up the skills to innovate and then improve sentences of their own.
The impact and measure of this is to ensure children not only acquire the appropriate age-related knowledge linked to the English curriculum, but also skills which equip them to progress from their own personal starting points, and within their everyday lives.
As all aspects of English are an integral part of the curriculum, cross curricular writing standards have improved and skills taught in the English lesson are transferred into other subjects; this shows consolidation of skills and a deeper understanding of how and when to use specific grammar, punctuation and grammar objectives.
Long term pupils will:
• be confident in the art of speaking and listening and to be able to use discussion to communicate and further their learning
• be able to read fluently both for pleasure and to further their learning.
• enjoy writing across a range of genres
• Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded
• have a wide vocabulary and be adventurous with vocabulary choices within their writing
• have a good knowledge of how to adapt their writing based on the context and audience
• leave primary school being able to effectively apply spelling rules and patterns they have been taught
• make good and better progress from their starting points to achieve their full potential
Assessment and Monitoring in English:
The impact of our English curriculum is measured through the monitoring cycle in school:
We carry out:
- Lesson observations
- Book looks
- Learning walks
- Pupil voice quetioannires
When assessing progress, staff use:
- Ongoing formative assessment
- Summative assessment (Termly)
- Independent work/oral dicsussions
- LAPS for reading and writing
Data is added half termly to Target Tracker
Pupil progress meetings are used to idenitify children who are falling behind or those that need additional intervention to catch up, and this is put into place at the start of each half term