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St Andrew's C of E Primary School

St Andrew's C of E Primary School

English

Reading

At St Andrew’s we see reading as an integral part of the school curriculum that impacts on all learning

Reading is developed through:

  • providing a wide range of genre classified reading material and opportunities for children to select from
  • use of a structured system of reading books for emerging readers which are banded according to difficulty
  • weekly guided reading sessions with the class teacher. For beginning readers, the emphasis will be on learning to use reading strategies, such as context clues, letter and sound knowledge, and syntax or word structure. As children develop as readers, the adult uses focused questioning to strengthen the children’s comprehension skills and deepen their understanding of the text.
  • shared reading of high quality and inspirational texts during English lessons
  • opportunities for quiet reading

 

Phonics

All children in foundation- year 2 will receive regular phonics sessions to improve and consolidate reading and spelling strategies, so that by the end of key stage 1, children have fluent word reading skills and have a good foundation in spelling. The school follows Ruth Miskins ‘Read, Write, Inc’ scheme. Phonics is developed through: discrete, daily 30/40 minute sessions, in same ability groups in Foundation and Key Stage 1.

 

Home Reading

We encourage parents to support their child’s development in reading through regular reading at home. Reading who read to and with their child for at least ten minutes can make a difference to a child's achievement within school. Allchildren throughout the school are expected totake books home to read with their parents or carers. Please see the homework policy for expectations around teacher response to home reading. The type of books that children borrow and the way in which this is arranged depends on the age and reading ability of the child.

 

Approaches to writing

English writing topics are based on stories by well known authors and the children are given time to immerse themselves in the story and get to know the characters and story format. All year groups follow a ‘Learning Journey’ process for writing that progresses from exploration, vocabulary generation and role play into sentence level and grammar techniques and opportunities for several different pieces of writing. To illustrate the Learning Journeys, every class has a Learning Journey display which acts as a working wall. We aim for one ‘quality write’ per week and ‘hot write’ timetabled at the end of each unit draws on the skills developed throughout the Learning Journey.

During English lessons, teachers model writing strategies and the use of phonics and spelling strategies in shared writing sessions. Guided writing sessions are used to target specific needs of both groups and individuals.As part of the learning journey the children are taught to edit and improve their own work as they write, as this is a vital skill in improving the quality of written work.

We teach handwriting in all classes and encourage children to take pride in their attractive, swift and fluent script. The careful formation of letters begins in Reception, and the joining of letters in ‘continuous cursive style’ begins in Year One. Neat, cursive handwriting is the expectation for pupils beyond Year Two.