At Well Green we believe that a quality English curriculum should develop children’s love of reading, writing and discussion. We aim to inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and use discussion to communicate and further their learning.
We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high quality education and will give our children the tools they need to participate fully as a member of society. It is therefore our intention to provide an English curriculum which incorporates the statutory requirements of the National Curriculum, enhanced by other enrichment experiences and opportunities which best meet the learning and developmental needs of the pupils in our school.
The national curriculum for English aims to ensure that all pupils:
7. are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
These aims are embedded across our English lessons and the wider curriculum. We have a rigorous and well organised English curriculum that provides many purposeful opportunities for reading, writing and discussion.
We have designed bespoke schemes of work based around whole class texts incorporating the various elements of the English curriculum including: reading, writing, Grammar, spelling and punctuation as well as speaking and listening. Schemes of work reflect the year group expectations and lessons provide challenge, so that pupils can demonstrate depth of understanding within English. Sequences of lessons are carefully constructed to enable children to build on their prior learning and further develop their knowledge, skills and understanding. We use two week cycles of work to allow children time to explore a particular genre of writing, and develop their grammar and punctuation skills before having the opportunity to apply these within a piece of writing linked to the class text. Daily English lesson take place within KS1 and KS2, daily literacy learning takes place within EYFS. Daily phonics teaching takes place from Nursery to Year 1.
The children are given regular opportunities to engage with high quality texts which helps them to develop both their reading and writing skills. Weekly guided reading takes place from Reception to Year 6, as well as whole class text work as part of daily lessons. Children are given regular opportunities to practise and develop skills within English lessons, in other subject areas and at other times of the day. Many cross-curricular writing opportunities are planned for within other subject areas.
We endeavour to work in partnership with parents to best impact on children’s progress and development, with this in mind regular opportunities for parental engagement are planned for to further involve them in their child’s learning including; reading meeting for Reception parents, open afternoons, performances, our reading reward scheme and more.
On a yearly basis, samples of work, planning and assessments are monitored by the English Leader to ensure continuity and progression is taking place. Staff are required to collect samples of work which are kept in a central exemplar portfolio.
Assessment in English is a crucial tool in developing the teaching and learning, as in other subjects, is inseparable from the teaching process. Summative assessments are carried out at the end of each term in reading, grammar, punctuation and spelling. Summative assessments are carried out at the end of each half term in writing. This enables pupil progress to be monitored and appropriate support put in place for any children not making expected progress. In depth end of year analysis provides additional information regarding individual, whole class and specific group progress and attainment.
As a result, we have a community of enthusiastic readers and writers who enjoy showcasing their developing English knowledge and skills. They are confident to take risks in their reading and writing, and love to discuss and share their ideas. Our attainment at the end of EYFS, KS1 and KS2 is above that of the national average.