English Policy. Waterfoot Primary School. Mission Statement. Aims. The Early Years Foundation Stage. Reading
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1 English Policy Waterfoot Primary School Mission Statement At Waterfoot School we believe that communication is the key to educational progress, to social integration and to personal development and happiness. We believe that every child has the right to become a competent and confident user of the English language, enabling them to live, work and succeed in a literate world. Aims! To teach all children skills whereby they can become independent learners, effective communicators and develop into well-balanced citizens, able to use spoken and written English confidently and with ease, in the work place and in their everyday lives.! To provide children with a well-balanced English curriculum, teaching the fundamental skills, knowledge and concepts as laid down in the National Curriculum (including the use of Information and Communication Technology).! To provide children with as many opportunities as we can for purpose and audience for all their reading and writing, including many cross-curricular links.! To ensure that all children have equal access to the English curriculum, by differentiating work appropriately and recognising individual needs.! To ensure that at all times teachers are driven to deliver English in a memorable, inspirational way and to question, and if necessary modify, any practice that threatens to compromise the quality of teaching and learning. The Early Years Foundation Stage In the EYFS, teachers use the Early learning Goals, Development Matters document and the Lancashire Foundation Stage Scheme (which offers a wide range of opportunities for Speaking and Listening, emergent writing and reading within the continuous provision). Reading We encourage children to develop a love of books and to read with expression, feeling, empathy and enjoyment. Children are provided with a class book corner, home reader and library book(s). Teachers aim to enthuse and inspire children in their reading. A wide variety of books are available, including multi-cultural, books by the same authors and a 1
2 huge amount to inspire boys and girls alike. The children have access to an online reading scheme, Pearson s Bug Club, for use at home and at school. ERIC (Everyone Reading in Class) times provide the children with the opportunity to share books, magazines, and use computers to access the school website, ESPRESSO and other interactive programmes. This time also provides a focus guided reading (with teachers and other adults), and the opportunity to respond to text. Classes are encouraged to display books in an informative and creative way- either topic based, Author of the Week, Teachers Choice etc. We hold regular Book Fairs that encourage children to see and buy a wide variety of books and book-sale commission has resourced the library with many new books, thanks to the support of parents and children alike. In addition, younger children read individually to an adult. Reading comprises of word reading and comprehension. A class book underpins units of work, as Waterfoot Primary School feels it is essential that pupils have the opportunity to listen to and experience text with and without pictures. Writing We regularly provide children with a purpose and audience for writing and link writing with other curriculum areas. Pupils are encouraged to share and enjoy good writing practise with others and writing improvements are awarded with a Writer of the Week award. Children are also asked to share their piece of writing in assembly. This writing is then displayed on our Wonderful Writing display. Writing assessment records (Blue Folders) are added to three times a year after whole school assessments, these build as the child progresses throughout the school. This is an enjoyable record for all to share in later years! Each class also maintains a Big Write folder that includes the children s extended writing across a variety of genres and curriculum areas (if necessary, the writing will be copied from other subject areas). Writing will be taught as Transcription (Spelling and Handwriting) and Composition (articulating ideas and structure in speech and writing and Vocabulary, Grammar and Punctuation). Vocabulary, Grammar and Punctuation Grammar is taught in context and linked with our writing on a weekly basis. Key skills warm up sessions are practised daily by all classes. The Lancashire Supporting Grammar document (2013) is used from Year 1 to Year 6. Spelling The Lancashire Supporting Spelling document (2013) is designed to teach spelling patterns and conventions from Year 1 to Year 6. This document links the new Spelling National Curriculum with Letters and Sounds, Spelling Bank, Year 2/Year 3 Planning, Support for Spelling and Developing Early Writing. The teaching sequence allows children to build on their prior learning. 2
3 Handwriting Please see our Handwriting Policy. Phonics Early Years Foundation Stage and Key Stage 1 The teaching of Phonics at Waterfoot Primary School will follow the teaching sequence set out in Letters and Sounds (the Primary National Strategy 2007 programme), supported primarily by resources from Jolly Phonics. Pupils are assessed against Phase 2 standards upon entering the school, and are grouped accordingly. In Key Stage One, phonics lessons run daily with a one day focus on the teaching of tricky words. Children receive homework appropriate to their phase of learning on a weekly basis. Year 1 and Year 2 phonics interventions are run for those children who are not yet secure. Key Stage 2 Assessment information passed onto the Lower Key Stage 2 teaching staff determines which children have phonics sessions as an intervention. Lower Key Stage 2 teachers use the catch up units of work specified in CLLD Phonics at KS2 and follow the Lancashire Supporting Spelling document (2013). As children enter Upper Key Stage 2, the few children who have still to become secure at Phase 6 are targeted through individual support and specific IEP work. Children within Key Stage 2 who have completed the phonics programme will continue to develop their spelling ability following previously mentioned Supporting Spelling document. Speaking and Listening All children are provided with a variety of opportunities to speak and listen in many areas of the school curriculum. Children are able to participate in discussion and drama activities and PSHCE is taught through Circle Time. Cross- curricular links with other subjects provide children with many opportunities to speak and listen (e.g. Ancient Greek Voting...). Younger classes have a Show and Tell session to encourage children to speak out in front of others with increasing confidence. Pupils are encouraged to use the appropriate vocabulary and grammar of Standard English, and to develop awareness of the use of appropriate gestures, eye contact, facial expression, intonation and tempo. Debates on topical issues form part of the practice in Key Stage 2, and inform written work. 3
4 Early Intervention in any difficulties in Speaking and Listening is critical, and difficulties in this area are brought promptly to the attention of the school s SENDCO. 1 The school also works with outside agencies to help children with English as an Additional Language (see below). Drama We encourage children to take part in classroom and other school drama activities. Drama encourages all children to enjoy and express themselves in a non- threatening environment. Children gain confidence and learn to encourage and support others, this obviously starts at an early age, and a drama club has recently been established to develop this further. In addition, the school hosts annual Talent Shows that showcase music, dance and song, as well as some drama. Classes sign up for hall time for Drama activities. Every class will present a class assembly once a year. The Library Please see separate Library Policy. Cross-Curricular Opportunities for English Teachers will seek to take advantage of opportunities to make cross-curricular links. They will plan for pupils to practise and apply the skills, knowledge and understanding acquired through literacy lessons to other areas of the curriculum. Local Aspect Waterfoot Primary School is committed to including a local aspect to the school curriculum in order to give a sense of context and familiarity for the children, and to recognise local talent and preserve local history. In English, we aim to include local aspects by:! Using local actors/poets.! Using our literacy skills in other curriculum areas (for example local history).! Interviewing local people.! Studying Mill Talk and local colloquialisms. Enrichment Where possible children are provided with the opportunity to see theatre productions in school or by visiting a real theatre company. We also try to invite authors or other suitable visitors into school where possible. We enjoy World Book Day every year, where everyone is encouraged to dress up as a book character (or a similar activity) and many 1 Special Educational Needs and Disability Coordinator 4
5 book related activities take part throughout the day. School Book Fairs are held on a regular basis. Developing English at Home Waterfoot Primary School recognises that an effective partnership with parents is very important in helping pupils succeed, and the following gives an overview of how we encourage pupils to develop their English skills at home.! Provide Phonics workshops for parents.! Making sure that effective communication is maintained with parents via the reading diary.! Encouraging pupils to use the school and local library.! Providing high-quality and relevant English homework (please see separate Homework Policy).! Bug Club - available to all children at home and school. Planning We use the Lancashire suggested units for the New Curriculum, in our termly planning. We link our whole school connected curriculum, as much as possible, to these units. Half termly team planning meetings take place to ensure consistency. Assessment Assessment is an on-going process that that informs future planning and enables teachers to provide the most effective teaching possible. Feedback can be verbal or written. Writing All classes conduct at least one extended writing piece per week that is marked in detail, and pupils are asked to respond to that feedback in a Fix-It time (differentiated according to age and ability). Three main assessment pieces of writing are undertaken each year, and the narrative form is used in each in order to measure progress accurately (although other genres are of course quality marked throughout the year). The level arrived at from these assessment pieces are moderated in schools within teams by reviewing the totality of the pupils writing (using the LCC Writing Trackers). In addition to the above, children use Sticker Books to provide targets and encourage their progress. 5
6 Reading In EYFS reading is tracked using the Early Learning Goals. The LCC Reading Tracker and the Book Banding scheme are used in KS1 and in KS2 past Optional SATS papers are also used to conduct summative assessments of pupils reading. All levels arrived at from the above are recorded on the school s Moderated Assessment Grid. The following policies contain further details regarding Assessment and Feedback:! Assessment Policy! Marking and Feedback Policy Inclusion We aim to provide for all children so that they achieve their full potential in English according to their individual abilities. We will identify which pupils or groups of pupils are under-achieving and take steps to improve their attainment. Gifted children will be identified and suitable learning challenges provided. Please see the following for further information:! Special Educational Needs & Disability! Able, Gifted & Talented Monitoring and Review This is managed in the following ways:! Two whole school Book Scrutinies (Autumn 2 and Summer 2).! The regular review of summative data and consequent reporting to the Standards and Effectiveness Committee of the Governing Body.! Pupil Discussions (by a representative group in Autumn 2 and Summer 2).! Teaching observations.! Subject observations by the Subject Leaders.! Regular review of English policy and practice by the nominated Governor. Resources Resources are carefully monitored and evaluated, and the school ensures that books are regularly replaced and updated. The Staff Resource provides an on-line collection of materials for teachers to use in their lesson. Policy last revised: January
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