Hartpury Church of England Primary School, Over Old Road, Hartpury, Gloucestershire, GL19 3BJ

01452 700446

Hartpury C of E Primary School

Shine From the Inside Out

English - Reading & Writing 

 

       

 

INTENT

At Hartpury C of E Primary School, we believe that English is a vital part of their learning. It is our intention to equip our pupils with the knowledge and skills that are needed in order to read fluently, to understand what they have read with confidence, to communicate orally with others and to generate and communicate their ideas through their writing.

At Hartpury we want the children to read with enthusiasm to develop a love of reading and to use what they have read to inspire thoughtful and conscientious sentences in their own writing – both fiction and non-fiction. We want the children to write with an author’s eye and to make links across their reading and writing to make their work in all areas the best it can be.  We want children to develop their own flair in writing as well as being confident and secure to apply the grammar and punctuation that has been taught so far.

The staff at Hartpury strive to teach a comprehensive and creative curriculum that builds on prior knowledge and gives children the skills they need to be independent readers and writers.

 

IMPLEMENTATION

This will be implemented by teaching regular daily English lessons. Each lesson forms part of a unit which is planned with an intended purpose of writing and is often linked to appropriate books as inspiration or additional information for their learning. Purposes of writing are a primary focus each half term with other smaller writing tasks included to embed and allow for application of taught grammar, spellings and punctuation. Purpose of writing is divided into four: writing to entertain, writing to inform, writing to persuade and writing to discuss. EYFS primarily focus on writing to entertain with Y1 and 2 beginning to explore some non-fiction units with the purpose of writing to inform. Y3 and 4 continue to learn about writing to entertain and inform with an introduction of writing to persuade. By the end of KS2, the children will have experience in writing for all four purposes and be aware of how these are different to one another. There is also a progression of grammar and punctuation that is to be taught over each year with reoccurring elements to revisit across the school to reinforce and ensure they are secure in.

Daily English lessons are complemented in EYFS and Y1 with daily phonics teaching and Y2-6 with regular spelling sessions. In addition to this, guided and/or whole class reading sessions are taught discretely to support reading fluency and comprehension.

 

To help encourage their love of reading, children have regular opportunities to read in school independently and with an adult. In addition, each teacher is expected to read an unrelated book daily to the children for their enjoyment of the world the book creates.

 

At Hartpury, we have invested in high quality resources to teach the children. These include: Jane Considine’s The Write Stuff to support high-quality writing and to support the use of authors’ sentences; spelling and reading resources through Oxford Owl and Rising Stars’ Cracking Comprehension to aid the written comprehension skills required to meet end of Key Stage requirements.

 

IMPACT

All writing and reading is tracked regularly by staff using Insight Tracking that allows staff to monitor the teaching and learning of objectives. This is used to aid further planning and to support groups in addressing misconceptions as well as greater depth children.

 

Three times a year, children complete assessment tests in Spelling, Grammar and Punctuation and Reading. These are then compared to teacher assessments on Insight and the progress of each pupil is carefully considered in a meeting between the head teacher and class teacher. Plans are then put in place to ensure every child can reach their full potential. These tests also enable teachers to identify whole class areas for improvement. The tests currently used are:

·         Reading – Rising Stars PIRA Assessments

·         SPAG – Rising Stars Termly Assessments

 

A programme of monitoring is in place to inform senior and subject leaders of consistency and progression in learning. This includes:

·         Professional discussion

·         Work scrutiny

·         Pupil Conferencing

 

 

Name
 HPS Reading Progression.pdfDownload
 HPS Spoken Language Progression.pdfDownload
 HPS Writing Progression.pdfDownload
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Reading and Phonics 

Reading is a crucial tool for learning and for life. We want your child to love reading – and to want to read for themselves. This is why we work hard to make sure children develop a love of books as well as simply learn to read.
In order to develop an enthusiasm reading at Hartpury we have:

- Reading areas in every class with a range of books for the children to enjoy

- Banded books in the corridor for the children to browse and read

- A shared library area with a wealth of non-fiction and information books available to support their learning and interests

- Online eBook access such Oxford Owl and Epic Books with lots to choose from

- Use of Seesaw to keep a record of their reading in home and school and the ability to record their actual reading to share with parents and staff too.

- Regular events in school such as World Book Day

- Class teachers reading a class book to the class daily to model and share their love of books and reading as well. 

Reading Schemes

At Hartpury C of E Academy we use the ‘Book Band’ system. This means that all the reading books have been sorted into coloured levels in accordance with reading development. Your child will be assigned a colour band, from which they will choose their home reading book. This ensures that the book they select is at about the right reading level for them. Every colour band includes books from a range of reading schemes so that they will experience different stories, text types and illustrations. The majority of books within the early book bands can be decoded using phonics skills and knowledge.

We encourage the children to read at home with an adult every day, as regular reading practice has a noticeable impact on children’s learning across the curriculum. However, we realise that this is not always possible and therefore we ask you read with your child at least four times a week. It is also important to discuss what has been read in order to develop your child’s comprehension skills. Children should be encouraged to reflect personally and thoughtfully as they read.

Children are assessed half termly by the class teacher to track their reading progress and ensure they are still reading within a band that is appropriate for them. Once children in KS2 reach Brown they begin to explore a wider range of books where they are able to borrow non-banded books from the class reading selection as well as their assigned band to develop their reading and love for reading even further.

Phonics

We firmly believe that good phonics teaching is at the heart of successful early reading and writing experiences. The children in Reception and Year 1 take part in daily high-quality phonics sessions. These are fun sessions where the emphasis is on children’s active participation. They learn to use their phonic knowledge for reading and writing activities and in their independent work. Pupils are systematically taught the phonemes (sounds), how to blend the sounds in the word for reading, and how to segment the sounds in order to write words. They are taught to use their phonic skills and knowledge as their first approach to reading, but are also taught high frequency words (tricky words) which do not completely follow the phonic rules.

We follow the government published programme ‘Letters and Sounds.’ For more information please go to http://www.letters-and-sounds.com/ and http://www.pearsonschoolsandfecolleges.co.uk/Primary/Literacy/AllLiteracyresources/BugC lubInternational/PhonicsBug/PhonicsBug.aspx

Year 2 work through Phase 6 Phonics as stated in Letters and Sounds which is taught at Hartpury as Spellings using the Read, Write, Inc. scheme of learning to cover this. These are daily fun sessions that focus on the spelling rules and use skills from phonics such as Sound Buttons and segmenting the words to help make spelling these words easier to remember. This is supported by the use of Spelling Frame at home with access to games and activities to further support learning these spelling rules.

Letters and Sounds – A Summary

Letters and Sounds aims to build children’s speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.

Phase One Phonic Knowledge and Skills

Phase One (Nursery/Reception) Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting

Phase Two (Reception) up to 6 weeks

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

Phase Three (Reception) up to 12 weeks

The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four (Reception) 4 to 6 weeks

 No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.

Phase Five (Throughout Year 1)

Now we move on to the "complex code".

Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.

 Phase Six (Throughout Year 2 and beyond)

Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.