English

Mylor Bridge School 

English Curriculum Intent Statement

Aims

The 2014 National Curriculum for English aims to ensure that all children:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic                 conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a                range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their          understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations,                        demonstrating to others and participating in debate.

Statement of Intent

At Mylor Bridge School, we believe that all children should be the best they can be. The school strives to foster in our pupils: creativity, kindness, confidence, determination and self-awareness. Through the continuous focus of the four Rs (being Resilient, Resourceful, Reflective and building Relationships), our intent is that we have an engaging, high quality English curriculum that is accessible by all children.

  

Whole School Approach to Teaching Reading

KS1

Intent:

  • To be proficient readers as soon as possible.
  • To have a love read of reading and to confidently read a variety of texts with understanding for both pleasure and information.

Implementation:

Teaching the mastery of the basic skills of reading by:

  •          Daily structured phonics groups using Twinkl Planet; a progressive scheme of work based             on Letters and Sounds
  •          Reading scheme books aligned to Letters and Sounds and phonic phases
  •          Replenished reading books for children in the Infants matched to phonic phases
  •          EYFS and KS1 split into 5 groups and taught in vertical groupings daily
  •          Phonics 1:1 intervention every afternoon to address gaps in phonic knowledge
  •          Relevant and meaningful opportunities to apply phonics knowledge and reading skills in                 EYFS and across the curriculum in Years 1 and 2
  •          Engagement with parents through reading certificates, reading records, tapestry,                       newsletters, conversations and book reading related events. To trial Reading Cafes when             Covid restrictions allow.
  •          Guidance and clear expectations to parents about reading at home. Also available on the               website.
  •          Embedding a true love of reading with daily opportunities to practise and listen to stories.
  •          Reading books changed daily. Infrequent home readers identified and addressed through             intervention
  •          High prior attainment children in Y2 to access Accelerated Reader
  •          Use of VIPERS questioning techniques to develop comprehension skills. All staff and                   reading helpers use VIPERS sentence stem support card to aid their questioning.

 

Impact:

- % of pupils working at ARE within each group will be at least in line with national averages

- High % of pupils working at Greater Depth

- 74% EXS in Reading 2019 (% Boys, % Girls) GDS 26%

- improvement from 2018 outcome which was 70%

- 80% passed phonic screening 2019. This is up from 70% in 2018 and the reversal of a 3 year downward trend

- EYFS Reading 80% 2019

There will be no significant gaps in the progress of different groups of pupils

 

KS2 

Intent:

  • To have a love read of reading and to confidently read a variety of texts with understanding for both pleasure and information.

 

Implementation:

  •           Daily reading practise to develop good reading habits and stamina in reading
  •          Regular diary checks by TA’s to help monitor reading and establish good reading habits
  •          Guidance and clear expectations to parents about reading at home available both on the               website and sent home
  •          The importance of reading highlighted through newsletters, displays, reading events;                   assemblies, author visits, World Book Day, book fairs, sponsored reads. To trial Reading               Cafes when Covid restrictions allow.
  •          Daily ‘Story Time’, which includes sharing a variety of genres. Opportunities for teachers             and TA’s to model good reading.
  •          VIPERS questioning techniques to develop verbal and written comprehension skills. All                staff and reading helpers use VIPERS sentence stem support card to aid their questioning.
  •          Use of Accelerated Reader to monitor closely the frequency and progress in reading.                   Weekly AR certificates in assembly. Teachers and TA’s to hear struggling readers daily.
  •          English lessons – a commitment to using high quality mixed genre texts as a foundation for           teaching both reading and writing skills

 

Impact:

 - % of pupils working at ARE within each group will be at least in line with national       averages

- High % of pupils working at Greater Depth within each group

- 76% EXS in Reading 2019 (% Boys, % Girls) GDS

- improvement from 2018 outcome which was 70%

-There will be no significant gaps in the progress of different groups of pupils

 

 Whole School Approach to Teaching Writing

KS1

Intent:

  • To be proficient writers as soon as possible.
  • To enjoy and engage in a variety of writing, for a variety of audiences in a variety of genres.  

Implementation:

Teaching the mastery of the basic skills of writing by:

  • Daily structured phonics groups using Twinkl Planet to embed sounds and spelling patterns including opportunities to practise writing new words and letter formation. Assessment after 6 weeks and groups adjusted accordingly.
  • Use of Talk for Writing to imitate story patterns and language patterns. Oral rehearsal before writing, story maps, WAGOLL’s, shared and modelled writing.
  • Relevant and meaningful opportunities to apply phonic knowledge, spelling patterns and writing skills in EYFS and across the curriculum in Y1 & 2
  • Twinkl spelling programme used from Y1-6. Spellshed used for activities to support children’s learning of spellings.
  •  Y2 assessment of common exception words in Sept and Dec to advise on intervention groups
  •  Incorrect letter formation identified and addressed. Joined handwriting introduced in Y1 in line with school’s handwriting scheme.

 

 

Impact:

- % of pupils working at ARE within each group will be at least in line with national       averages

- High % of pupils working at Greater Depth

- 68% EXS in Writing 2019 (% Boys, % Girls) GDS 16%

EYFS - Writing 70% 2019

There will be no significant gaps in the progress of different groups of pupils

 KS2

Intent:

  • Enjoyment and engagement in writing.
  • To be able to write proficiently in a variety of texts styles, for a variety of audiences in a variety of genres. 

Implementation:

Teaching the mastery of skills of writing by:

  • English lessons – a commitment to using high quality mixed genre text as a foundation for teaching both reading and writing skills

 

  •       Use of ‘Talk for Writing’ to imitate story patterns and language patterns. Oral rehearsal before writing, story maps, WAGOLL’s, shared and modelled writing.

 

  • Clear sequence of learning; beginning with an initial assessment ‘Cold Task’ and three distinct phases of Imitation, Innovation and Invention. Children follow clear sequence of learning - ‘Boxing Up’ – draft – proof-read/edit (Purple Polish) and publish (Hot task). Use of Talk Partners to act as both audience and aid to editing /redrafting

 

  • Spellshed spelling programme used from Y3-6. Weekly dedicated lesson to introduce/investigate new spelling pattern/rule. Weekly spelling test including dictation to assess understanding. Online and paper Spellshed activities used to support children’s learning of spellings. Phonics in place for children not making the expected progress.

 

  •  Key vocabulary prioritised across the curriculum; supported by the introduction of Knowledge Organisers in Science and foundation subject.

      

  • Opportunities for Writing Across the Curriculum at the end of a Geography/History/Science.

 

  • Established handwriting scheme. Early invention for those struggling with correct letter formation

 

Impact:

- % of pupils working at ARE within each group will be at least in line with national       averages

- High % of pupils working at Greater Depth

- 68% EXS in Writing 2019 (% Boys, % Girls) GDS 16%

There will be no significant gaps in the progress of different groups of pupils

 

At Mylor Bridge we love reading!
The 7 Areas of Reading at
Mylor Bridge School are: 
 
Prioritise Reading
 
Reading is a school priority within our School Development Plan. School leaders and governors recognise that reading is a skill that gives children access to the rest of the curriculum and to life-long learning. We ensure training and monitoring of reading is in place and it is regularly reviewed. The systematic, synthetic phonics programme of Letters and Sounds is delivered daily to EYFS and KS1, and is also used as intervention for those children in KS2 who have been assessed as having gaps in their phonic Knowledge.   KS2 children have whole class guided reading sessions with Vipers being applied as the main structure for questions. The whole school use the principles of Talk for Writing. 
 
Love of Reading
Staff and children are passionate about reading. Staff share their favourite children’s books with the children. Teachers read to their classes at the end of every day. The children are able to vote on the whole class book of choice.
The school library is regularly restocked and children are consulted on the selection of new reading books.
Children have the daily opportunity to spend time quietly reading independently or 1:1 with a member of staff/trained volunteer. This enables our learners to be fully engaged with their books.
Individual children are presented with awards in our weekly Celebration Assembly (inc. through lockdown and Zoom assemblies). 

 Programme and Progress
Letters and Sounds is a programme where children learn the English alphabetic code: first they learn one way to read the 40+ sounds and blend these sounds into words, then learn to read the same sounds with alternative graphemes. They experience ‘tricky’ words and, as children re-read the stories, their fluency increases. Along with a thought-provoking introduction, prompts for thinking out loud and discussion, children are helped to read with a storyteller’s voice. Progress is regularly monitored through teacher assessments, termly data reviews and through the formal testing of SATs. Those children who are not making expected progress are identified and daily 1:1 intervention/sessions are put in place to ensure they make better progress.
 
Books Match Sounds
Through careful planning and organisation,  children are given books that match the sounds that they have been taught. Children are then able to read with confidence and practice the sounds at home. With the help of the parents, the school has raised money to update the KS1 reading scheme to ensure each book is matched with the phase at which each child is studying.  Once children are assessed as coming off the programme, teachers and support staff regularly update children’s reading books to ensure they are still able to fluently read their home. In KS2, Accelerated Reader is used very successfully in order to continue pupils' engagement and enjoyment of reading. 

Phonics from the Start
Our children learn phonics from the day they start at school and their skills are built up in a sequence daily. Our results both in the Phonics Screening Check and later in KS2, clearly show that children leave at the end of Year 6 with good reading skills and are able to then access the work when they move on to KS3 at secondary school.

Catch-up Quickly
Within the National Curriculum, it states ‘If children by the end of Year 1 are still struggling to decode and spell need to be taught to do this urgently through a rigorous and systematic phonics programme so they catch up rapidly. Those children who are assessed as being in the lowest 20% of each year group, receive catch-up interventions in the afternoons. The English Subject Lead also monitors the reading progress of these children with a half-termly 'Reading Blitz'. 
 
Reading Experts 
Teaching staff, including Teaching Assistants receive reading and phonics training as and when required. This may be a specific focus on the SDP, a personal target identified through lesson observation or specific training identified by staff. This may include in-house training or external training depending on the needs of the staff. Subject leads for writing and reading attend the Penryn Partnership network meetings and cascade relevant information back to the school. The Headteacher, School Improvement Partner and Subject Leaders monitor guided reading sessions and conduct pupil conferencing to ensure agreed approaches and consistency are applied across the school. Subject Leader has led in-house training for the VIPERS strategy used in school. The Subject Leaders monitors reading and offer guidance to staff with follow-up actions.


Fostering a love of reading
Using real life experiences to help us write
Drama, Role-Play and Dressing Up!
Cinema and Theatre Visits
Emergent Writing