English in Hauxton Primary School
Our aim is to inspire a love of reading, writing and language, ensuring children have experience of a range of text types both in school and at home. We teach children to become confident and successful readers and writers through high quality teaching and learning, clear progression and application of skills throughout the curriculum.
High quality phonics teaching from reception.
Guided Reading books are chosen by the teacher to challenge Guided Reading groups.
Continuous assessment through guided reading sessions and individual reading.
Book banded home readers chosen for each child. As children become more confident readers they are given the opportunity to choose suitable texts which are monitored by the teacher.
Reading journals ensure consistent communication with home.
Guided Reading books are chosen to challenge Guided Reading groups.
Guided Reading sessions every day recorded on Guided Reading sheets.
Home readers chosen by children and monitored by teachers.
Reading journals with activities sent home and ensure continued communication with home.
Stories are read in assemblies, in class and as part of most subjects. Children apply reading skills across the curriculum and understand the importance of reading. Each week children take part in Buddy Reading which allows the older children to support the younger children with their reading. Parents are invited to attend Buddy Reading sessions.
Each class has a welcoming book corner and audio station to allow children opportunities to read and listen for pleasure in a relaxed environment.
The school has a library in the central area which can be accessed by all classes. Each child has an individual library account.
Each half term starts with a writing unit which lasts for roughly 3 weeks, depending on the needs of the class. The initial ‘cold task’ allows the class teacher to assess existing knowledge of the genre before the unit begins.
Overarching learning objectives are taken from the Chris Quigley curriculum and individual learning tasks are differentiated to support and challenge effectively using the BAD verbs to provide differentiated learning opportunities.
At the end of the unit, the ‘hot task’ displays clear progress and allows children to share their learning and publish their writing.
Early Years English
Explorer time and activities provide children with a wide range of early writing activities throughout the week. In January, children begin an English ‘Have a go!’ book to record and celebrate writing.
The school uses the letter-join cursive font, www.letterjoin.co.uk. Explicit teaching of handwriting allows every child to develop fluent handwriting by year 6. High expectations of handwriting are expected across the curriculum and when ready, children are given a pen license to use in class.
Big Writes take place half termly and start with a whole school stimulus. Each child has a Big Write book which they take with them through the school. These are used as part of writing standardisation and moderation and allow staff to examine writing progression throughout the school.
Daily English should be recorded in English books, ensuring the long date is recorded and consistent marking and feedback informs targets and next steps.
Spelling, Punctuation and Grammar work is recorded in Spelling, Punctuation and Grammar books, including work done on activity sheets.
Each class has a specific day for spelling tests and each child takes home a termly spelling journal to learn their spellings at home. The weekly activities teach rules and patterns for the upcoming tests.
High expectations across the curriculum ensure that writing standards are maintained, fluency is developed and opportunities to write are varied, engaging and relevant.
The school magazine provides further opportunities for children to write and share their news and hard work from throughout the term. Magazines are published termly by year 5 and 6.
English Working Wall
The English ‘Working Wall’ is used to support and enhance daily learning and cross curricular application of English knowledge.
Specific sections include:
Words of the Week
Phonics and Spelling
Punctuation and Grammar
Today’s learning including examples of annotated model texts, shared writing etc.
There should also be display opportunities to celebrate reading and writing in class.
Each classroom has a writing checklist or success criteria for children to use in all cross-curricular writing.
Speaking and Listening
The class celebration assembly, school production and termly opportunities for poetry performance and debate ensure that speaking and listening skills are developed, shared and celebrated within the class and in front of an audience.
The Festival of Arts is a further celebration of English, language and performance.