English

Children work on differentiated tasks individually or collaboratively
Each piece of work has a clear learning question related to the National Curriculum for English.
High level questioning and mini-plenaries throughout the lesson share misconceptions, pose questions and challenge ideas.
Children are encouraged to discuss their ideas and their reasons for them.
English skills are regularly reinforced in other subject areas.
Children repeat basic skills regularly through grammar hammer, discretely taught lessons and early morning activities.
Working Walls provide children with toolkits required to achieve success within the lesson

This is our philosophy:

All children, regardless of ability, are given the opportunity to maximise their Literal understanding and development through lessons that challenge and support their existing knowledge and build upon it.
Children learn to enjoy English and recognise that making mistakes is an essential part of their learning process.
High quality teaching and questioning from early years onwards will support children in developing their English skills.
Those with English aptitude are challenged and nurtured to work at a higher level whilst those who may need support are supported and developed.
Access to high quality texts
High quality modelling and scaffolding of reading skills
Develop fluent readers who can comprehend
Develop confident readers who can transfer decoding and comprehension skills across the curriculum

This is what we do:

Weekly English sessions are planned to meet objectives set out in the national curriculum. Planning may be adapted during the week in response to assessment for learning carried out on a daily basis.
During the lesson, children are given feedback by teachers or TAs. This will extend learning, address misconceptions or consolidate understanding.
In nursery, we encourage the development of language skills through social play, mark making and story sharing.
For one to one early reading, both at home and in school, children have fully decodable books that are closely matched to the phonemes (sounds) they are learning in class.
Skills are modelled to facilitate communication between peers and adults.
We teach synthetic phonics and use letters and sounds as our primary scheme.
At KS1, we use the ‘Talk for Writing’ approach
We use an integrated programme of speaking, listening, reading and writing
We provide opportunities to consolidate and reinforce taught skills
Shared writing sessions, encouraging collaborative writing
We provide opportunities for writing across different genres
Regular assessment is carried out in order to identify progress and next steps.
Children have access to a range of materials to support their understanding such as dictionaries, thesauruses, word mats etc.
Children are given opportunities to respond to both written and verbal feedback.
Regular monitoring across phases, and with other schools

This is what you might typically see:

This is how we know how well our pupils are doing:

This is the impact of teaching:

Updated: 11/05/2022 1.02 MB