Kingskerswell C of E Primary School, Coffinswell Lane, Kingskerswell, Devon TQ12 5HN Contact no. 01803 873398|admin@kingskerswell.devon.sch.uk

English Policy

/English Policy
English Policy2017-07-14T11:21:18+01:00

Kingskerswell Church of England Primary School English Policy

“A high quality education in English will teach pupils to write and speak fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.”                                                         Primary Curriculum 2014

The Purpose of this policy is to:

  •  To establish an entitlement for all pupils;
  • To establish expectations for teachers of this subject;
  • To promote continuity and coherence across the school;
  • To state the school’s approaches to this subject in order to promote public, and particularly parents’ and carers’, understanding of the curriculum.

Our Overarching Aim:

At Kingkerswell Primary School we firmly believe that English is a significant life skill and that the development of strong learning foundations will enable our children to listen, speak, read and write confidently throughout their school career and on into adult life. We believe that it is important to foster an enthusiasm for, and appreciation of, the different strands of English in a broad, cross-curricular and real-life sense at all stages throughout the school.

Objectives:

Through the teaching of English at Kingskerswell Primary school, we aim to:

  •  Provide multi-sensory English education for all children in school, irrespective of gender, ability or ethnicity, which fulfils the requirements of the National Curriculum 2014, Early Years and Foundation Stage Curriculum.
  • Develop children’s ability through an integrated programme of Speaking &

Listening, Reading and Writing

  • Provide differentiation in this programme where required, in order to meet the English needs of every child.
  • Enable all children; as far as they are able, to be ‘primary literate’ pupils by the time they leave at the end of Key Stage 2.
  • Teach children the value of focused listening in both teaching and social situations.
  • Encourage all children to feel confident enough to explore and articulate their thoughts, feelings and emotions.
  • Use drama and role play where appropriate, to give the children contextual experiences in which to learn.
  • With maturity, encourage children to adapt their speech to a range of different situations and purposes.
  • Foster an interest in texts of different genres, and an appreciation of the value of books for learning and enjoyment.
  • Foster enjoyment of writing; helping children learn how to write in the style of these different genres and in doing so, develop recognition of the value of writing.
  • Help children learn increasingly how to adapt this writing to a target audience.
  • Develop an interest in words, both their application and meaning, and a growing personal vocabulary of both spoken and written words.
  • Foster an atmosphere of constructive awareness of their own, and others’ English abilities and how to improve them.

 Planning

The English Curriculum at Kingskerswell Primary School is planned and delivered using the Early Years Foundation Stage Curriculum and the Primary National Curriculum 2014. Pupil provision is related to attainment rather than age.

Planning is carried out in two phases:

  • Long Term Plan which provides a yearly overview of the implementation of the units of the National Primary Curriculum
  • Teaching sequences which give details of key objectives to be taught within each unit and the purposeful, cross-curricular links that will provide the context for that teaching and learning.

English plans reflect teaching required to meet the learning objectives and weekly planning is differentiated to meet the needs of children, as appropriate. Our teaching sequences are working documents that will be amended during the life of a given unit of work, in order to reflect progress and assessment of learning along the way.

Teaching sequences follow a set pattern and include strategies for Talk for Writing, details of teacher input, pupil activities, adult intervention, differentiation and assessment opportunities involved.

At Foundation Stage, English is taught as an integral part of our school day and the planning provides children with the opportunity to:

– talk and communicate in an increasingly wide range of situations

– respond to adults and to each other

– listen carefully

– practise and extend their vocabulary and communication skills

– explore words and texts

In Key Stage One we use the Devon Letters and Sounds programme daily, to teach and reinforce phonetics. Weekly plans are written for this.

Guided reading is planned for in addition to weekly planning units of English, this is done in line with the early, transitional and fluent reading models. At Key stage One we follow a programme of phonic readers.

At Key Stage Two, spelling and handwriting activities are taught in line with the curriculum requirements. Spelling is taught in 15 x 15 minute sessions each half term and handwriting is taught discreetly once a week in a 20 minutes session and practised on a least 2 other occasions within the week.

Within teaching sequences:

  • Handwriting targets are displayed for each year group in classrooms and handwriting lessons are taught three times weekly.
  • All plans are electronically stored on the shared area of the school’s  network in order to allow ready access by LSA’s and other adults and members of staff involved in the planning and/or teaching of English.

The English co-ordinator and Phonics co-ordinator, in line with the cycle of monitoring for this subject, will carry out monitoring of planning in English.

Teaching

At Kingskerwell Primary School we believe that pupils’ knowledge and

understanding in English is best promoted by utilising a range of different teaching approaches, according to the topic, task, individual needs, prior learning and ongoing assessment of progress.

Whole class teaching:

This is employed at some point in most lessons (usually at the start) in order to facilitate explicit teaching of learning objectives. This approach also allows for whole class discussion and interaction.

Grouping:

Children will sometimes (although not always) be paired or grouped during an English activity for the purposes of differentiation of the task by ability, for more manageable assessment, for structured peer-interaction or for targeted adult intervention.

Differentiation:

The progress of children in English is monitored on an ongoing basis and individual (as part of a Learning plan) as well as group curricular targets of attainment are set and reviewed throughout the academic year. These targets are discussed regularly with the children in order to allow them to take charge of their own learning. The English activities planned and taught to the class reflect the differentiation required to meet these needs.

Adult intervention:

We aim to provide for all children in a way that means they can achieve their potential in English. Where appropriate, this may be facilitated by having individual children, or small groups of children, working with an adult. This adult in the first instance would be the teacher delivering first quality teaching. It may also be a teaching assistant, or another specialist adult. Where it is not the class teacher, the adult will be briefed by the teacher and/or have access to the teaching plan, in order to maximize his/her direction of the child or group. Wherever possible, we believe that this adult intervention is most effective when it is implemented in an inclusive way, within the class setting.

Intervention programmes:

Children are monitored closely using our School Pupil Tracker System (SPT) In the event that we identify children who are making slower than expected progress, we will endeavour to provide a wave 2 intervention. In this case, we will strive to facilitate the release of a trained adult to implement that programme on a regular basis for the prescribed duration.

Learning in Reading:

At Kingskerswell we believe that reading is a skill which is taught through planned, systematic phonics lessons which lead to the enjoyment of all kinds of books, the appreciation of different genres and the ability to access information independently. Through their own reading, we hope that children will develop their individual tastes in literature and be able to understand and justify their own choice of books.

Our primary aims in reading are:

-To develop phonetic skills which lead to blending and reading easily, fluently and with good understanding

– To develop the habit of reading widely and often, for both pleasure and information

-To promote confidence and positive attitudes to reading.

-To promote and encourage good home/school links using a wide range of literature.

-To equip children with critical tools so they are able to analyse what they read.

-To give children access to a wide range of fiction and information books in order to appreciate our rich and varied heritage

-To monitor each child’s progress through the use of a range of assessment strategies including informal assessments and formal testing as appropriate.

-To support groups of learners in maximising their reading potential including those with special educational needs or those children who display gifts and talents.

– To acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

Our Approach

The programme of study for reading consists of two dimensions: word reading and comprehension, our approach is designed to fulfil both of these. In foundation and Key Stage 1, we primarily follow the Dfes Letters and Sounds publication, supplemented with additional reading materials. Our approach is systematic, consistent, rigorous and fun in order that all children become readers as quickly as possible.

  • Children have access to a colour-coded range of books so that reading skills can progress. These books are sent home to give parents an opportunity to share their child’s reading in a relaxed home atmosphere. Children are assessed half termly and progress through the book bandings.
  • As children move on from this towards KS2 we use accelerated reader. Children can choose from numbered levelled reading books and then answer quiz questions about them, which enable us to help support and assess a child’s comprehension skills. As part of this programme children will be expected to read independently for 20 minutes a day in KS1 and KS2.
  •  Our school has a library which children can freely access during their lunchtimes and at times with their class.
  • Guided Reading sessions take place each week and allow pupils to learn and practice their skills within a small group with the teacher using an appropriately levelled book. Individual targets for reading are also discussed at this time.
  • We very much value the involvement of parents highly and most especially in hearing their children read at home. We also encourage the support of parent helper to support reading in school.
  • A ‘Reading Record’ is maintained throughout the school where all adults hearing the child read will write the progress made with the book and teaching staff will communicate how the child is getting on and what to do to develop his/her reading skills further.
  • Guided reading occurs on a regular basis throughout the week across the school and is recorded in an assessment folder. APP is used across the school to assess reading half termly.
  •  We believe that guided reading should encompass a number of different reading activities and so it takes place outside the English session and is based on a rotation of activities across the week. These activities differ from one class to another but always include a guided reading group led by the teacher. Other activities across the week may include; a follow-on reading session linked to the previous day’s guided reading, an independent reading task, a research reading session, a reading comprehension activity, a school library visit and various other activities
  • We believe that free access to books of all kinds is important in the development of the child’s interest in, and appreciation of, reading. To this end, all classrooms have reading areas, and also book displays and collections related to ongoing topic work.
  • In addition to this, children are encouraged to use the library, not just for research but also to choose books to read for pleasure. All children are registered as users of the computerized library system in the library and are encouraged to use the library as a resource and as a quiet area to sit and enjoy book.

Our Primary aims in speaking and listening are:

  • To use and value discussion in order to learn
  • To be able to elaborate and explain clearly their understanding and ideas
  • To be able to speak and listen to others by giving presentations and demonstrations
  • To participate in debate

Our Approach

Active discussion and a focus on child talk takes place in all our taught session here at Kingskerswell Primary School. Through guided work teachers encourage children to enter into discussions through either agreeing and disagreeing and giving justification for this. Debates are part of some teaching sequences and deep discussions also take part in our philosophy sessions. Each class holds a class assembly where children are all involved in presenting their current learning to an audience and various drama and choir productions happen throughout the school year both in school and at the church, which give the children a chance to shine.

Our primary aims in writing are:

-To write clearly, confidently, accurately and coherently

-To adapt their language and style in and for a range of contexts, purposes and audiences

-To write using a number of devices to engage the reader

-To use a wide range of opportunities to write that  are both topic based and relevant

Our Approach

The programmes of study for writing are: transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing). In Foundation and KS1 word lists are sent home to practise spelling of the key words. In KS2 word lists follow spelling rules or patterns in sounds. Spelling investigations also happen in class as part of spelling teaching which happens during the 15 x 15 minutes allocated slots per half term. Handwriting is taught throughout the week using the Nelson Handwriting scheme with a weekly focus taught during a discreet 20 minute session once a week. Writing is regarded as a cross-curricular skill, and contexts and purposes for writing are often embedded in other areas of the curriculum through our topic approach. Through shared and guided writing teacher’s model new skills, discuss types of writing and extend creative ideas. Independently children then practise the skills they have leant and either individually or in pairs produce writing for different purposes. Children are taught skills in editing and redrafting final pieces of work in order to meet a given success criteria. In KS1 children are encouraged to write for a range of purposes in order to build their confidence and stamina for writing. In KS2 children write across a broad range of genres including; myths, legends, fables, narrative, journalistic, discussion and persuasion, explanation writing, Shakespeare and a wide variety of poetry.

In EYFS, writing is about how children build an understanding of the relationship between the spoken word and the written word, and how through making marks, drawing and personal writing, children ascribe meaning to text and attempt to write for various purposes. The appropriate developmental age in EYFS curriculum informs planning for learning activities, and writing materials are always available for the children in their child-initiated learning.

  • Children start with fine motor control activities such as bead threading, moving on to writing patterns, then on to letter formation.
  • The development of writing skills at KS1 progresses by building on the basic skills learnt at EYFS, and very much with an emphasis on Talk for Writing.
  • Writing tasks are planned for and scaffolded according to need, by the provision of written structures/templates, by the use of IT, or by the intervention of a supporting teacher or adult. These tasks are completed at the end of each teaching unit using agreed success criteria with the children and marked according to the marking policy; next steps are recorded by the teacher in order for the child to know how to progress.
  •  Spelling at both key stages 1 and 2 is taught each week through the use of Key words spelling lists (KS1) and planned spelling investigation (KS2)
  • Grammar and punctuation activities will be taught regularly in a variety of ways and will be embedded in teaching sequences so that it is regularly revisited throughout a teaching sequence and forms a general part of children’s English language.
  • All classrooms have Working Writing Walls which enhance writing and help to scaffold children’s learning.

Cross-curricular opportunities:

  • We believe that children learn best in a creative, cross-curricular and integrated context. As staff we will therefore seek to make cross curricular links with the learning taking place in English with that in other areas, both at the planning stage as well as in response to assessment.
  • We also aim to provide extra-curricular opportunities to enhance English skills, knowledge and understanding, such as visiting drama group, visiting authors, special book day activities and book Fairs.
  • Our Forest School offers many opportunities to develop children’s English, particularly their speech and language skills. Children are able to work together in small teams and develop their communication through collaborative discussion. They also participate in review activities where they can reflect on their learning.

Use of ICT:

  • We are concerned to ensure that all children are primary IT literate by the time they leave KS2. We believe that computers and other forms of IT can play a key role in learning in English.
  • All classes from Year R have dedicated ICT time available in their weekly timetable, where laptop trolleys can be used to enhance English learning, and this is planned for as appropriate.
  • All classrooms are equipped with Smart boards and are used on a daily basis to enhance English.
  • KS 2 classrooms have access to a laptop trolley holding 15 laptops per class and KS1 classrooms have access to 3 computers in each classroom to be utilised where appropriate to enhance learning in English.

English and Inclusion:

  • We aim to provide for all children so that they achieve as highly as they can in English, according to their individual abilities. By means of on-going Assessments and tracking on SPT we can highlight a difficulty or identify which individuals or groups are under-achieving and for what reasons, and will take steps to improve their attainment.
  • Likewise, children who are recognised as gifted and talented children will also be identified and suitable learning challenges provided as detailed in the school Gifted and Talented Policy.

Assessment, Recording and Reporting:

  • A variety of assessment strategies are used based on a range of evidence for judgments in; Speaking and listening, reading fluency and comprehension, and writing. These follow the school Assessment policy procedures;
  • We are currently in development of new assessment criteria due to changes in the National Curriculum.
  • Half termly assessments are made using evidence in reading, writing, Spelling, punctuation and grammar, speaking and listening. The outcome of these assessments for each child is put onto SPT. As a result of this, individuals or groups may be identified for further targeted support.
  • Differentiated curriculum targets are set using information from the previous years Raise online Data in order to have the maximum impact on progress. These are displayed in every classroom using the Must, Should, Could criteria and children are made aware of their target and what they need to do to improve. Teachers hold Pupil Progress Meetings (PPM) with Pupils in the format of a guided group half termly in order to assess where the children are in relation to the targets. These PPM meeting are planned for as a guided session and assessments of children are recorded on PPM school format sheets and saved electronically onto the school network site to be available for the English Co-ordinator to monitor.
  • Children in KS1 will be assessed in Phonics as detailed in the school Phonics Policy and Year One children will take part in the Phonics Screening Process.
  • Parents are made aware of the on-going progress their child is making via two parental consultations and a written report each academic year.
  • SAT testing provides a part of our annual formative assessment for years 2 and 6 and optional SATs are used in years 3, 4 and 5. Again this will be reviewed in line with new assessment arrangements. These tests are used to inform teachers and only make up part of the Teacher Assessment that is reported to parents. In Years 2 and 6 SATs results are reported to parents.

Response to Pupils:

  • Checking that the children have understood the learning objectives
  • Checking that the children know how/when they have achieved them
  • Encouraging them to identify, and subsequently work to, agreed success criteria (at an age appropriate level)
  • Observing the children at work, listening and discussing with them
  • Asking pupils to comment/reflect upon their progress – offering constructive comments on the progress made using purple pen
  • Marking and annotating work in the with the school’s Marking Policy and providing opportunities for children to respond to the comments made on their work using purple pen

Expectations:

National expectation is that children at KS1 will make 4 NCP and at KS2 they will make 3NCP. As a school we expect our children to make good or better progress by achieving more than this. Expectations in line with the New Primary Curriculum are in development.

Monitoring:

Monitoring takes place so that the school’s progress towards its targets for improvement, as listed in the school’s English action plan, can be evaluated.

Monitoring is carried out termly according to a monitoring timetable and a termly monitoring report will be produced. Monitoring will include:

  • lesson Observations with a clear focus in reading and writing to include amongst others focuses on spelling/handwriting/ punctuation and grammar
  • sampling pupils’ reading records and Learning Journals
  • undertaking discussions and pupil conferences with sample groups of pupils;
  • examining closely the progress made by pupils in vulnerable groups;
  • analysing reading records to ensure that pupils experience a suitable range of fiction and non-fiction over time;
  • using statutory assessment tests at the end of each key stage to monitor pupils’ progress and evaluate effectiveness. In addition, the non-statutory optional tests are used at the end of Years 3, 4 and 5 (to be reviewed)
  • set time aside in staff meetings each term for reading and writing to be moderated.
  • scrutiny of English planning and guided group planning
  • moderation of curricular targets through PPM meetings with a selection of children termly

Leadership and management

Staff development and training opportunities

To develop staff confidence and competence in teaching English (speaking, listening, drama, reading, writing, grammar, punctuation, spelling, handwriting, English and English across the curriculum:

  • the subject leader will attend Devon Curriculum Services area subject leaders meetings and other appropriate training courses;
  • whole-school training needs are identified as a result of the monitoring and evaluation programme;
  • other training needs are identified through induction programmes and performance management;
  • the subject leader will arrange for relevant advice and information from courses to be disseminated and where appropriate to be included in improvement planning and turned into practice;
  • where necessary, the subject leader leads (or arranges) school-based training;
  • the school development plan, which includes the English action plan, outlines whole-school training needs, training relevant to key stages, training for new members of staff, the English subject leader, English co-ordinators and training identified for other individual members of staff;
  • the school makes best use of in-school expertise as well as LEA, academic council and national training opportunities. Time is built into the staff development calendar for information gained from training to be disseminated appropriately.

Link Governor’s responsibility

The English Governor will liaise with the English Co-ordinator

Review

This policy will be reviewed annually in line with the school’s policy review programme.  The subject leader is responsible for reporting to the governors’ curriculum committee about the quality of its implementation and its impact on standards.  In the light of this, policy amendments may be made.

LMK Autumn 2014