English

Reading

EYFS/KS1

EYFS is where our excitement for reading begins. We provide reading experiences which promote curiosity, engagement and wonder about the world. Reading to children allows them to build their imaginations, hear language they may not otherwise, and creates passionate, life-long readers. Children in Early Years often like to read as part of their play and staff support this by helping the children to retell stories and give them the chance to discuss stories they have read many times. 

In EYFS, we teach phonics daily, using the Twinkl phonics programme. As part of the programme, children work in pairs to read a small decodable sentence daily. Alongside this, we use different books within each half term to link to our learning across EYFS, ensuring children are engaged and enthralled in high-quality texts. In addition to this, there is a daily story time to encourage a love of reading and build on children’s vocabulary. Children also have the opportunity to read to an adult on a weekly basis from a phonetically decodable book linked to their phonics knowledge and have a range of these texts available to them at all times in the class story area.

Children in Key Stage One take part in a daily phonics session, following the Twinkl scheme. They have weekly guided reading sessions linked to the sounds they have learnt during the week. They are given the opportunity to explore a text alongside the class teacher, answer questions about it, either individually or with a pair / small group, and then share their responses with the class.

Writing

Across the school, writing follows the 'Literacy Tree' scheme which mixes reading and writing to help children develop these skills in conjunction with each other.

Writing is carefully mapped out by the Writing Leads in school to ensure progression, and to provide opportunities to revisit genres and a range of texts. In EYFS, writing is linked to stories that match the topics and curriculum being studied and is carefully planned by the EYFS leader to progress with the children’s growing writing ability, from initial sounds to simple sentences over the year.

 Writing is taught daily in all year groups. Writing includes daily development of skills in:

• Grammar
• Spelling
• Punctuation
• Non-fiction Writing
• Narrative
• Poetry

The writing framework states:

Writing is complex

Writing places significant demands on pupils’ working memory so it is vital to teach it in a sequenced way that helps to manage those demands

Teach handwriting and spelling in reception

Teaching handwriting and spelling (transcription) from the reception year is crucial to ensure that these skills become automatic for children. This will free up their working memory for composition.

Sentence instruction is essential

All writing is made up of sentences. Knowledge of grammar helps pupils to control sentences and convey meaning, but it does not support their writing fluency when taught in isolation.

The reception year is vital

The reception year builds the foundations that support pupils’ writing throughout primary school and underpin their future success.

Identify pupils who need additional support

It is important to identify the pupils who need additional support with writing as early as possible, from reception onwards. Teachers can then adapt their teaching and make it accessible. This includes giving pupils more time and practice so that they can make good progress.

It will take time to tackle all the challenges in teaching writing

Schools should concentrate initially on teaching high-quality transcription and sentence instruction, while gradually developing broader writing skills.

Avoid focusing too heavily on test preparation

This can limit the development of skills and knowledge, stifling pupils’ creativity and wider writing development.

Leaders must establish the culture and curriculum

Leaders are responsible for:

• establishing a positive writing culture
• developing a well-sequenced curriculum
• ensuring that all teachers are trained to teach writing

With this in mind, at Hurst Knoll St James’ C of E Primary we ensure that key skills for writing are embedded consistently in key stage one through:

• Daily handwriting sessions
• Dough disco
• Fine and gross motor sessions
• Pencil grip support
• Orally segmenting and blending for writing
• Daily story time with a focus on oracy and spoken language
• Explicitly teaching key vocabulary daily to enhance learning and fill the ‘word gap’ 

In EYFS and KS1, we rehearse daily to reduce cognitive overload. Scaffolds are provided such as sound mats, tricky word mats, pencil grips, cvc frames and sound buttons.

All Key Stage Two pupils complete daily GPS retrieval activities at the start of every Writing lesson.

‘Vocabulary Vines’ from Literacy Tree are used to further develop oracy each lesson. During Writing lessons, spelling, vocabulary, grammar, handwriting, transcription and composition are all woven into the sessions and high standards for presentation are expected across all foundation subjects, as well. Separate Handwriting sessions are completed every afternoon.

All pupils, from EYFS to Year 6, take part in a termly ‘Performance Poetry’ assembly to enhance and develop oracy and spoken language.