English
At St Patrick’s, we believe that quality children’s literature is placed at the heart of all learning and we work closely with our school literacy advisor to identify texts that are both educational and stimulating for the children. The texts lead the learning, and by immersing children within the high-quality literature selected, we aspire to deliver an ambitious English curriculum sequenced to build on prior knowledge. We aim to give children the tools to be confident and effective communicators - both in spoken and written word. This book led approach, not only develops reading skills and a life-long love of reading, but also develops purposeful contexts for punctuation, grammar and discussion to develop vocabulary. In turn, this then provides meaningful opportunities to write.
Reading
At St Patrick’s reading is our highest priority, as we believe it is a gateway to all other learning. This is why we not only teach the fundamental skills of reading, but also nurture children’s reading attitudes with the aim that all children develop a love of reading. We know the best learning and reading environment is one where there is an expectation of pleasure in reading, where there is an excitement in talking about books and enjoyment in being read to. We aim to provide a varied selection of texts and genres to engage different interests and provide opportunities to develop vocabulary and broaden experiences.
Intent
At St Patrick’s Catholic Primary School, we believe that every child deserves and has the right to become a competent reader. We aim to build a love for reading and allow children to go on a journey by exposing them to high-quality, diverse, and age-appropriate texts. We intend that our pupils will be both independent and reflective readers who can read fluently and for meaning. We provide rich, meaningful discussions around texts, where all children feel confident and are able to contribute by using their reading skills to access all areas of learning. We use approaches that encourage children to spot clues and apply strategies to understand texts at a deeper level. We also endeavour to enrich children’s speaking and listening skills, build confidence through reading and encourage our children to be critical readers. We aspire for all of our children to become fluent, confident and enthusiastic life-long readers, enabling them to enter secondary education equipped with the skills to succeed and reach their full potential.
Implementation
In Year 2, teachers continue to focus on establishing children’s accurate and speedy word reading skills. They also ensure children listen to and discuss a wide range of rhymes, poems, stories and non-fiction books. Learners in Year 2 undertake guided reading lessons. These lessons are informed by the National Curriculum reading programmes of study.
All learners in Key Stage Two have three thirty-minute guided reading sessions a week. These whole class lessons are based on high quality discussion.
Children in Key Stage Two read and discuss a range of texts: narrative (picture books, novels, illustrated novels, graphic novels, plays), poetry (poems on a theme, work by particular poets), non-fiction (literary non-fiction, textbooks, non-fiction books, reference books). When studying longer texts, e.g. The Iron Man by Ted Hughes and as part of English teaching and learning, these books will be used to teach in guided reading lessons. Fiction texts are read in their entirety.
For most reading lessons, the teacher (who will model expression and intonation) rather than a pupil will read the text aloud. Pupils will follow and discuss the text. This allows children to listen, concentrate and think.
During guided reading lessons, teachers model what skilled readers do to create a mental model. Teachers occasionally stop to think aloud, demonstrating how different strategies are used to support a reader’s comprehension.
Children at St Patrick’s Catholic Primary School are not expected to answer written comprehension style questions as part of the teaching of guided reading. Children working in Year 6 will answer written comprehension style questions in preparation for the Standard Assessment Tests (SATs) that they will take in May.
Guided reading lessons do not focus on one strategy or process. The strategies are intertwined as part of teaching children to build a robust mental model of texts. Experienced readers use a variety of strategies all of the time.
Fluency is explicitly taught during guided reading lessons and at other opportunities as appropriate. Fluency develops progressively. Becoming a fluent reader takes a continued investment of time. Children are provided with opportunities to read aloud in English and in other lessons.
All children take home two Collins Big Cat books each week. Children are given banded books that match their reading levels from their half-termly assessment. These books are matched to our phonics scheme. Teachers are responsible for checking that children are on the correct book band by listening to readers and assessing their fluency each week.
All classes have daily reading sessions timetabled during which the pupils will read purely for pleasure.
We have a wonderful library area, which the children can access during school time. Children have the opportunity to take a library book home each week.
Each classroom has an engaging and inspiring reading area, where classroom books are displayed and are accessible to children.
Impact
Implementation of guided reading is monitored by leaders through learning walks, talking to pupils, sampling English planning and where appropriate, reviewing pupils’ English books.
Children in Year 2 to 6 are assessed through their teacher’s ongoing formative assessment as well as through the half-termly Little Wandle Letters and Sounds Revised summative assessments. The Early Reading Leader monitors the reading levels each term. If a child continues to fall below expected levels, a discussion will take place between the class teacher and the Early Reading Leader. Suitable interventions such as 1:1 reading support are then planned.
All pupils will be able to read with accuracy, speed, confidence, fluency and understanding, ready to access the secondary school curriculum.
Writing
Writing is initiated by reading engaging, quality texts that have been carefully selected to immerse our pupils, contextualising their learning, and modelling excellent language, punctuation, and grammar. We understand that like reading, learning to write is also a journey and one that is innately linked to the reading culture of our school. At St Patrick’s, children will receive the opportunity to explore a wide variety of styles, texts and genres to develop awareness of purpose, audience, form, voice and written language structures. This will provide opportunities for writing, which is meaningful and stimulating, drawn from the class literature.
Intent
At St Patrick’s Catholic Primary School, we believe that high quality children’s literature is placed at the heart of all learning and we work closely with our English consultant to identify texts that are both educational and stimulating for the children. Fiction, non – fiction and poetry texts are all included. Teachers at St Patrick’s have a yearly overview, which informs teaching on a half-termly basis. The overview document outlines the purpose and writing outcomes (inspired by the text studied). We also aspire for our children to master the skills of punctuation, sentence structure, transcription, spelling and redrafting so that they are able to communicate effectively through a range of text types. All children from EYFS to Year 6 are provided with significant, valuable opportunities to develop and apply their writing skills across the curriculum for a range of purposes and audiences. Our intent is to guide and nurture pupils to become successful, life–long writers. We want our pupils to be able to write fluently, develop, and use a vivid imagination. We recognise the effect that a fluent, legible and coherent writing style can have on a pupils’ progress, both inside and outside of the school environment.
Implementation
In EYFS, the curriculum is guided by the Early Years Foundation Stage Statutory Framework. The National Curriculum describes what must be taught in Key Stage One and Key Stage Two. Each teacher at St Patrick’s follows the English programmes of study ensuring continuity and progression in the teaching and learning of English.
Children in EYFS are encouraged to develop their fine and gross motor skills, their mark making and their writing skills. When the children begin Little Wandle Letters and Sounds Revised phonics, they are taught the basics of writing (how to hold a pencil and correct letter formation). This allows them to be able to begin to write short CVC words. Children in EYFS learn to articulate their ideas before writing short captions using a range of key texts. Children are assessed against the ‘Development Matters’ criteria.
Children in KS1 and KS2 use a wide range of texts as their stimulus for writing which ensure a comprehensive coverage and exposure to a range of different texts and authors. Each half term, children will write a range of fiction, non-fiction and poetry.
All children complete weekly dictation. In EYFS and Year 1 children complete dictation during their final phonics lesson of the week. Children in Year 2 and KS2 complete dictation during their English lesson. Dictation is used as a tool to apply handwriting, spelling, punctuation and grammar skills.
All children follow the Penpals handwriting scheme. This handwriting scheme is in-line with our phonics programme (Little Wandle Letters and Sounds Revised). Each class participates in two thirty-minute handwriting lessons per week.
Children in KS1 and KS2 follow the Rising Stars spelling scheme, which compliments our phonics provision. Children have a weekly spelling test and a spelling lesson.
Teachers deliver the relevant grammar and punctuation for their year group as set out by the National Curriculum. This is taught within the context of writing for a purpose.
Impact
Impact is measured through daily formative assessment that informs weekly planning and summative termly writing assessments, which assess how children have independently applied the writing skills taught.
The subject leader ensures the National Curriculum requirements are met for each year group.
Throughout the term, the Senior Leadership Team carry out learning walks, observations, book looks and pupil progress meetings in order to monitor the quality of teaching and learning across the school.
Children are tested termly on spelling, grammar, and punctuation knowledge. The analysis of assessment data is used to inform future teaching and learning opportunities.
Cambridge Penpals Handwriting
At St Patrick's School we use Cambridge Penpals to support our Handwriting.Penpals message for parents/carers