It is our intention when teaching the English curriculum that our pupils acquire the necessary knowledge, skills and understanding to become successful learners and linguists. We are proud of our bespoke and personalised curriculum. As we are a very small school, planning is reviewed each year in order to meet changing class structures, pupil needs and interests. We aim to provide all pupils with a broad and balanced learning experience which will equip them with the fundamental skills to achieve at Frosterley Primary School and beyond.
English is a core subject of the National Curriculum. It underpins the work undertaken in all other curriculum areas. The acquisition of literacy skills is of utmost importance and therefore the teaching of all aspects English is given a high priority within school.
- To ensure that every child becomes a reader, a writer and confident speaker by the time they leave Frosterley Primary School.
- To promote a love of reading through high-quality literature to all pupils.
- To deliver an English curriculum which is carefully sequenced and bespoke to the needs and interests of our pupils.
Speaking and Listening
We endeavour to provide our pupils with a ‘language rich’ environment. Within each classroom, subject specific vocabulary is displayed to ensure pupils acquire an understanding of complex language across the wider curriculum. Children contribute to working walls to demonstrate their learning in language acquisition and vocabulary development.
At Frosterley Primary School, we aim to immerse pupils in the wonders of literature and to instil a love for reading. Reading is given high priority in all classrooms and it is our intention to:
- Build a collection of books from a wide and diverse range of authors, illustrators, genres and forms.
- Choose books and multimodal texts which are presented in a variety of interesting and different ways.
- Ensure that a variety of cross-curricular texts are selected, taking into account pupils’ views, maturity, tastes and choices.
- Give children the opportunity to investigate other lives, worlds and perspectives through reading.
- Select books that include rhyme, rhythm and pattern, encouraging children to play with language so that they see reading as a meaningful and fun process.
- Develop a love of reading beyond school and encourage pupils to maintain a reading diary.
In EYFS the children are engaged in active listening to stories and rhymes every day. We encourage pupils to share a book with an adult at home and we encourage parents to engage with us in order to support their child’s ongoing development.
In KS1, children are immersed into the daily teaching of reading and phonics. Used alongside the teaching of synthetic phonics, Jolly Phonics story books offer a structured phonic course of reading. When pupils are ready, they progress to the personalised Accelerated Reading programme. A range of guided reading activities are introduced to practise and consolidate reading strategies and phonic knowledge.
In KS2, children partake in a variety of reading activities across the week: shared reading of the class text and related activities; individual reading with an adult; individual reading and completing quizzes (Accelerated Reading programme); group, or ‘guided’ reading; independent reading on screen (Fiction Express); comprehension tasks; writing about their reading (eg reading journals, book reviews etc); visiting the Library; class story time; intervention work such as phonics or an online interactive catch-up programme (Nessy).
Throughout the school year, reading is given a high profile across the school. World Book Day, visiting authors, visiting illustrators, theatre trips and book fairs are used to create memorable learning opportunities.
We assess reading capability four times across the year: beginning of Autumn term; end of Autumn term; end of Spring term; end of Summer term. This judgement is derived from a mixture of formal testing and teacher assessments.
Writing is a key focus in every classroom. Throughout EYFS, KS1 and KS2, it is our intention to:
- Understand the role reading plays in developing writers and the value of being immersed in high quality literature, both visual and digital.
- Provide a range of meaningful opportunities to write for real purposes and audiences.
- Develop an understanding of the craft of writing by engaging with professional authors and discussing their processes.
- Model the craft and process of writing authentically.
- Support children to develop their own authentic voice as a writer.
- Give children time and space to develop their own ideas in writing.
- Use creative teaching approaches that build imagination and give time for oral rehearsal.
- Ensure the teaching of phonics, grammar and spelling is embedded in context.
- Teach handwriting formation through a progressive sequence (Penpals for Handwriting).
- Celebrate writing through authentic publication and presentation across various platforms.
We strive to ensure that all pupils achieve their potential. We consider the age-related expectations for each year group alongside the varying starting points of our pupils. Pupils are assessed in all aspects of English, at least three times across the academic year through testing, teacher assessment, moderation and discussion. Our most able pupils exceed expectations and are encouraged to strive for mastery. Exceptional achievement is celebrated and able pupils are expected, on occasions, to make their own literary choices in order to deepen their learning even further. Children who are not meeting age-related expectations are identified quickly through ‘Quality First Teaching’. Such children are monitored closely and supported by staff through differentiated tasks and targeted small group work. If further intervention is needed, parents are informed and a bespoke plan is implemented to ensure the gaps are closed as soon as possible.