English

“Reading is like breathing in, Writing is like breathing out.” Pam Ally

INTENT

Reading brings new ideas, perspectives and worldviews. Writing is how we send our own voice, hopes, wonderings and opinions into the world.

Reading, Writing and Communication are at the core of the curriculum offered at Nunney First School. We use high-quality texts, to immerse pupils in vocabulary rich learning environments where imagination and creativity can be fuelled and pupils develop a love of reading. We have a rigorous and well organised English curriculum that not only provides purposeful opportunities, but also ensures pupils are equipped with the skills they need to become lifelong learners.

Togetherness – Pupils at Nunney First School learn to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Pupils share texts and stories, allowing pupils to embark on a journey of discovery together, collaborating to achieve a common outcome.

Happiness – We inspire a love of reading at an early age as we recognise it is the key that unlocks the door to lifelong learning. Pupils develop the habit of reading widely and often, for both pleasure and information, helping them not only make sense of the world around them, but also people, building social-emotional skills and of course imagination.

Respect – Our curriculum ensures pupils appreciate their rich and varied literary heritage. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Pupils learn to express their opinions and respect the diverse opinions of others.

Independence – In every class, we use discussion in order to learn; pupils are encouraged to elaborate and explain their understanding and ideas clearly. They become competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. These language skills ensure pupils can fully participate as a member of society. We recognise that only pupils who learn to speak, read and write fluently and confidently are able to effectively partake in wider society.

Variety – At Nunney First School, pupils acquire a wide vocabulary, an understanding of grammar and a knowledge of language for reading, writing and spoken language. Throughout the year, English lessons provide opportunities for pupils to use drama, write together (shared writing), be creative, ask questions, learn outdoors and most importantly inspire a love of learning.

Excellence – At Nunney First School, we use High Quality Teaching. We aspire for pupils to write clearly, accurately and coherently, adapting their language and style for a range of contexts, purposes and audiences. As well as this, we aim for pupils to be able to read both easily and fluently, with good understanding.

We believe that children need to develop a secure knowledge-base in English, which follows a clear pathway of progression as they advance through the primary curriculum. Our carefully sequenced, broad and balanced curriculum aims to provide our children with the opportunity to build on their experiences in order to achieve their goals.

IMPLEMENTATION

WRITING

At Nunney First School, we want our children to be able to confidently communicate their knowledge, ideas and emotions through their writing and acquire a wide vocabulary to write for a range of contexts, purposes and audiences.

Writing Curriculum

Our Writing Curriculum ensures full coverage of the National Curriculum and includes:

  •  A broad and balanced range of high-quality texts that are shared;
  • Focused text types to exemplify key text features to support the application to each child’s own writing skills; and
  • Grammar features taught explicitly.

Teaching is planned around high-quality texts, which are carefully selected to ensure exposure to quality literature, further develop cultural capital and engage in the work of a variety of authors.

 Our Writing Cycle

In order for pupils to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences, the we have developed the following model:

1. Model Text (shared)

2. Grammar features and skills taught and applied in context

3. Planning

4. Writing

5. Editing and Improving

Throughout a unit of work, we aim for children to:

  • develop a wide and ambitious vocabulary which will be evident in their writing,
  • learn about, practise and apply the knowledge of key grammatical features
  • successfully translate orally spoken content to the written word
  • develop planning skills to ensure clear intent when writing
  • build confidence in their own writing showcasing an increased level of independence, creativity and intent when writing
  • know themselves better as a writer, through feedback
  • self-evaluate, edit and improve writing
  • use age-related writing structures with increasing confidence and fluency
  • develop stamina when writing at length
  • establish own flare as an author explaining intent

Our progressive curriculum aims to ensure all children become confident and effective writers as they move through the key stages.

READING AND SPELLING

​At Nunney First School we follow a systematic synthetic phonics programme (SSP) called Little Wandle. We believe that for all our children to become fluent readers and writers, phonics must be taught through a systematic and structured phonics programme.

We use the Little Wandle Letters and Sounds Revised to plan and provide daily engaging phonics lessons. In phonics, we teach children that the letters of the alphabet represent a different sound, that these can be used in a variety of combinations and are put together to make words. The children learn to recognise all of the different sounds and combinations that they might see when they are reading or writing. Teaching follows a very specific, systematic sequence that allows our children to build on their growing phonic knowledge and mastering phonics to read and spell as they move through the school. Our aim is to support all children so that they can successfully tackle unfamiliar words that they discover. We model strategies in shared reading and writing both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on the development of language skills for our children because we know that speech, language and communication skills are crucial for reading and writing in all subjects.

How we teach phonics

  • In Reception and Year 1, children follow the progression within Little Wandle Letters and Sounds Revised programme. Phonics is taught daily and there is a review session on a Friday.
  • Phonics starts in Reception in week 3 to ensure the children make a strong start.
  • By the end of Reception, children will have been taught up to the end of phase 4.
  • By the end of Year 1, children will have been taught up to the end of phase 5.
  • Reception lessons start at 10 minutes, with daily additional oral blending – increasing to 30 minutes as soon as possible.
  •  Year 1 lessons are 30 minutes long.
  •  In Year 2, phonic lessons are taught daily to children where appropriate – following the model of Little Wandle but plugging specific gaps identified through assessment.

Reading practice sessions

  • Children across Reception and Year 1  apply their phonics knowledge by using a full matched decodable reader in a small group reading practice session.
  • Children in Year 2 who need this approach continue with reading practice sessions. This is based on the outcome of assessments.
  • These sessions are between 10 and 15 minutes long and happen three times a week. There are approximately 6 children in a group.
  • The sessions follow the model set out in Little Wandle Letters and Sounds Revised.
  • In Reception, children start by reading wordless books.

How do we assess phonic knowledge?

  • In Reception and Year 1, at the end of each week there is a review session which recaps the learning. There are also whole review weeks (pre-planned and bespoke review weeks to address gaps identified by the class teacher’s ongoing formative assessment). These occur every 6 weeks.
  • Children identified in Reception and Year 1 as in danger of falling behind are immediately identified and additional sessions are put in place.
  • In Reception and Year 1, the children are assessed at the end of every half term using the Little Wandle Letters and Sounds Revised assessment tracker.
  • The children in Year 1 sit the Phonics Screening Check in the summer term.
  • Children who do not pass the Phonics Screening Check in Year 1, will re-sit this in Year 2.

If you are a parent and would like more information about how to support your child with phonics at home, please follow this link to find the Reception and Year 1 overview as well as videos of the sound pronunciations, letter formation sheets and other helpful resources.

READING IN SCHOOL

Children need regular opportunities to apply the phonics they have learned by reading fully decodable books. Therefore, each child takes part in three reading practice sessions per week with a teacher or TA in a small group.  Every session is 10-15 minutes. Teachers ‘tap in’ to hear every child read without any distraction three times a week. Every child gets individual attention, and each session has a very clear focus.

Read 1: decoding – this has a clear focus on applying phonic knowledge to word reading.

Read 2: prosody – teaches children to read with prosody, so that they learn to read aloud with appropriate meaning, stress and intonation.

Read 3: comprehension – the final reading session explores comprehension.

Children benefit from repeated practice in the pre-read part of each session. It helps them become quicker at reading the GPCs, words and tricky words they will find in the book. Their language learning is supported by the introduction of key vocabulary. Teachers use the same strategies as used in the daily phonics lesson sessions which helps reduce cognitive load.

Reception children start reading practice sessions using wordless books. As soon as they are able to blend, they will use Phase 2 Set 1 decodable books.

“Reading is a passport to countless adventures.” Mary Pope Osbourne

SUPPORTING YOUR CHILD WITH READING AT HOME

Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.

There are two types of reading book that your child may bring home:

A reading practice book. This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.

A sharing book.  Your child will not be able to read this on their own. This book is for you both to read and enjoy together.

Reading practice book

This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.

Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.

Sharing book

In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.

Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!

Parent Information Presentation on Little Wandle Phonics

Please Click here  to open the presentation shared by Mrs Baker with parents.