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Chindits Lane, Brentwood,
Essex. CM14 5LF

01277223008

admin@warley.essex.sch.uk

Warley Primary School

Until you raise your wings, you'll never know how far you can go.

English

Writing

Intent 

At Warley Primary, we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school. We believe that all good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process. We do not put ceilings on what pupils can achieve in writing and we do not hold pre-conceptions about any pupils’ ability to make progress. Our curriculum has been designed to meet the needs and interests of our children, enthuse and excite them as well as providing opportunities to expand their general knowledge and prepare them for life in modern Britain and the wider world.

 

Implementation

 Classroom organisation: We teach English as whole class lessons, so that all children have access to the age-related skills and knowledge contained in the National Curriculum. Within lessons, teachers and teaching assistants target support for all groups of learners to enable them to achieve at an age-related level wherever possible. This may involve a greater level of scaffolding and access to additional support materials such as writing toolkits, word banks or a greater level of modelling. More able pupils are given opportunities to extend their writing in a variety of ways, including through showing greater control in their writing, a deeper understanding of the impact that their writing has on the reader and by using a higher level of vocabulary and grammar features.

 

Spellings: Spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculum. From Year 2 and upwards, we follow the Read, Write Inc. scheme to teach spelling patterns and rules. These sessions are taught daily and link to weekly spellings. Children are given spellings to learn each week and are given a spelling test the following week. In KS1, these spellings are linked with the current phonics taught each week. When writing, children are encouraged to use spelling patterns that they have been learning to bring about increased accuracy in their spelling.

 

Grammar and Punctuation: Grammar and punctuation knowledge and skills are taught through English lessons as much as possible. English lessons are taught through the Oxford Owl Big Writing Adventure (BWA) scheme of work. Within this, teachers plan and teach the required skills through the genres of writing that they are teaching, linking it to the genre to make it more connected with the intended writing outcome. Teachers sometimes focus on particular grammar and punctuation skills as stand-alone lessons, if they feel that the class need additional lessons to embed and develop their understanding or to consolidate skills. Handwriting lessons will be taught alongside this at regular intervals.

 

English Lesson Sequence: As part of the BWA scheme of work, each year group has a yearly overview of the writing genres, both narrative and non-fiction, that they will teach. These ensure that there is a correct coverage of the key genres as well as building on skills from year to year. There are 5 units per year. BWA is an exciting online world in which characters present the children with a series of writing missions, providing a real purpose to the children’s writing. Within each unit, there are weekly ‘Big Writes’ where children have built up to writing a longer, more independent piece of writing. These big writes are used to assess the pupil’s skills against the agreed success criteria. The build-up allows the children to learn about a specific genre of writing, explore features, up-level writing and plan final pieces. Teachers have autonomy to adapt and adjust planning to meet the needs of individual classes and learners.

 

Feedback: Feedback and marking for Big Writes should be completed, where possible, within the lesson. All marking and feedback is given in line with our marking and feedback policy. Both pupils and teachers assess the writing against success criteria provided at the beginning of the writing task.

Summative Assessment: Summative assessments will be entered into Target Tracker termly. Teachers will use their professional judgement to determine whether a child is working within age-related expectations, above or below. They will base their judgements on the quality of the Big Write, as well as build up work produced during each unit.

 

Please find below the Big Writing Adventures Overviews:

 Year 1

Year 2

Year 3

Year 4 

Year 5

Year 6 

 

Impact 

  • Pupils will enjoy writing across a range of genres
  • Pupils will be engaged and enthusiastic in lessons due to the variety of interactive activities, working collaboratively with their peers
  • Pupils will also be given opportunities to work independently on their own writing
  • Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately differentiated
  • Pupils will have a wide vocabulary that they use within their writing
  • Pupils will have a good knowledge of how to adapt their writing based on the context and audience
  • Pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught
  • Teachers feel confident in teaching of Writing and the Literacy coordinator ensures coverage and progression across all year groups
  • Parents and carers will have a good understanding of how they can support spelling, grammar and composition and home, and contribute regularly to homework
  • The % of pupils working at ARE within each year group will be at least in line and ideally above national averages.
  • The % of pupils working at Greater Depth within each year group will be at least in line and ideally above national averages
  • The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged)

 

Reading

Intent 

At Warley Primary, we believe that all pupils should have the opportunity to be fluent, confident readers who are able to successfully comprehend and understand a wide range of texts. We want pupils to develop a love of reading, a good knowledge of a range of authors, and be able to understand more about the world in which they live through the knowledge they gain from texts. By the end of their time at primary school, all children should be able to read fluently, and with confidence, in any subject in their forthcoming secondary education. We do not put a limit on what pupils can achieve in reading and we do not hold pre-conceptions about any pupils’ ability to make progress. We understand the importance of parents and carers in supporting their children to develop both word reading and comprehension skills, and so we want to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school through good quality texts. Through reading opportunities offered, we allow children to be given equal opportunities, exposure to genres and a wide and high level of vocabulary.

 

Implementation 

Classroom organisation: We teach phonics and reading skills as whole class sessions, so that all children have access to the age-related skills and knowledge contained in the National Curriculum. Within lessons, teachers and teaching assistants target support for learners of all abilities to enable them to achieve at an age-related level wherever possible. More confident pupils are also given opportunities to demonstrate a greater depth of understanding through extended answers, targeted questioning requiring more reasoned answers and making greater links across and between texts.

 

Phonics: Early Years and Key Stage 1: In EYFS, Pupils are taught as a whole class, focussing on individual sounds, groups of sounds and common exception words within different ‘phases’. We have an agreed progression for the teaching of new sounds and use a variety of published schemes and resources to support this. Children requiring more support are given additional help from teachers and teaching assistants, either within the whole class lesson or as part of planned interventions that take place in addition to the lesson. In Year 1, children are ‘set’ in ability groups for Phonics to ensure the teaching they receive is targeted to specific gaps in learning. During the Summer Term in Year 1, pupils undertake a Phonics Screening Test which assesses their ability to apply what they have learnt. After this, lessons move towards whole class reading lessons that take the same model as Years 2 to 6. Pupils who do not pass their Phonics Screening Test continue to have intervention to support the acquisition of these key skills.

 

Whole school Reading Scheme: We have a whole school reading scheme (Oxford Reading Tree for KS1 and Collins Big Cats for KS2) that ensures progression in both word reading skills and comprehension. The scheme is structured to ensure that children have access to a wide range of texts from different genres (both fiction and non-fiction), and allows for pupils to develop their skills within a level before moving to the next level, whilst also widening their general knowledge. All pupils have a home-reading record which they are encouraged to take home daily. Parents and carers are asked to add comments to the home-reading records to indicate how much pupils have read. We operate a weekly reading incentive scheme to encourage regular reading at home.

 

Whole class guided reading: All children take part in a weekly class guided reading session. These sessions all follow a similar format. Teachers either select a shorter weekly text or work through a whole book, covering a new chapter each week. The aim is to expose the children to a range of genres, both fiction and non-fiction. The teacher will initially read a section of the text for the children to follow along with. Then, the whole class will read together, followed by children reading parts individually. The class will then complete a set of targeted questions to check for understanding. Following on from this, the teacher will then work with a group of children each week on a specific task linking to the text, allowing them to develop their reading and inference skills further. Unlike individual reading books where children work through a book band according to ability, there is only one guided reading text that is shared with all children in the class. All pupils are expected to listen, read through and complete the questions or task set.

 

School library: All classes are timetabled to spend fortnightly sessions in our newly designed library. Themed areas encourage children to select from a wide range of books, both fiction and non-fiction. These library visits allow children some quality time to develop a further love and enjoyment for reading. They spend time developing independence when reading but are also given opportunities to read with their peers or be read to.

 

Impact

  • Pupils will have a passion for reading across a range of genres and will be enthusiastic reading new books
  • Pupils will have equal opportunities and access to a vast range of books
  • Pupils will be successful adults in the wider world, as reading opens up a world of opportunity
  • Pupils of all abilities will be able to succeed in all reading lessons
  • Pupils will use a range of strategies for decoding words, not solely relying on phonics
  • Pupils will have a good knowledge of a range of authors
  • Pupils will be ready to read in any subject in their forthcoming secondary education
  • Parents and carers will have a good understanding of how they can support reading and home, and contribute regularly to home-school records
  • The % of pupils working at ARE within each year group will be at least in line and ideally above national averages.
  • The % of pupils working at Greater Depth within each year group will be at least in line and ideally above national averages
  • The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged)