Reading
Intent
When our children leave Hatch Warren we expect them to be avid readers, children who read fluently and widely and are able to express preferences and opinions about the texts that they read. We want them to read for pleasure, having had access to a wide range of text types, genres and authors in order for them to make informed opinions about their favourites. Our children should have the Library skills to be able to find texts they are interesting in and excited about, but also the knowledge of how look for texts that will provide information to help them develop their thinking or answer unknown questions to support their learning. We want them to have a secure phonic knowledge that supports them to decode unknown words alongside using other cues to allow them to read a rich variety of texts. We aim to expose our children to a wide range of vocabulary so that they able to decipher new words and then use them when speaking both informally and formally. We also aim for our children to apply all of these English skills to all areas of the curriculum. Underpinned By High Expectations All children are expected to succeed and make progress from their starting points. Modelling Teachers teach the skills needed to succeed in Reading providing examples of good practice and having high expectations. Fluency Children apply reading skills with ease throughout all of the curriculum. Vocabulary Ambitious vocab is taught explicitly and is expected to be applied in everyday situations. |
Implementation
Guided and Independent reading
At Hatch Warren, we teach early reading through the government validated scheme Supersonic Phonic Friends. Teachers model how to teach reading skills at all levels using a wide range of texts, which are then practised and applied independently though home school reading books. Year R, 1 and children in year 2, who need to continue to practise phonics skills, take home fully decodable books that match our phonics scheme’s progression. When the children are secure in their phonic knowledge they move onto banded books from the end of year 1. We use a variety of different schemes including Oxford University Press Hero Academy, Oxford Reading Tree Traditional Tales, Alien Adventures, Project X and also Phonics Bugs Alpha blocks and non-fiction, Big Cat Phonics and Discovery World. These scheme books have been sorted into the same progression as Supersonic Phonic Friends teaching progression. Whole class and guided reading focuses on comprehension skills using language rich texts to promote reading for understanding and reading for pleasure. Guided reading in Year 1 and 2 uses a range of rich texts where teachers model reading and discuss vocabulary. Children are exposed to fiction and non-fiction texts and are asked questions based on retrieval, re-telling, prediction, inference and making links. Independent tasks then link to these texts to embed understanding.
Class texts
Every class has high quality texts that can be matched to their current topics or chosen for the comprehension domain being taught. Morning reading jobs are then planned through the context of this text giving the children the change to use the skills they have learnt independently. Reading progression is supported using a EYFS/KS1 reading spine alongside the teacher’s choice to promote a love of reading alongside taught skills.
Phonics
We teach phonics through Supersonic Phonic Friends. We follow the progression and reading books are matched beginning in Year R. Once there is a secure phonic knowledge Spelling rule lessons take the place of phonics at the end of year 1 and Year 2. Children are streamed and assessed at regular intervals to ensure that understanding and application is secure before moving on. Supersonic phonic friends’ lessons are structured as recap, teach, practise, apply and assess in every lesson, therefore ensuring the pace of phonics sessions. Cross Curricular Reading is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects. Vocabulary We use the word aware program to encourage the use of new and varied vocabulary. This includes topic and concept words based on curricular links, class texts and everyday concepts. The vocabulary is shared with parents to promote engagement. Language Link promotes vocabulary and discussion for those children who are in need of some support. Whole school events We celebrate World Book Day and we turn it into Book Week and we organise parental engagement activities. We also plan whole school competitions such as ‘sponsored reads’. These bring the whole school together to concentrate on one theme. We invite authors to speak to the children and use cross curricular links and the children’s ideas to promote a love of reading for example Eileen Browne (Handa’s Hen) and Jane Hissey (Old Bear). Reading for Pleasure At the end of the day the whole school reads with their class, usually a story chosen by the teacher of the children in collaboration. This is when the staff read to the children modelling the excitement and expression that story telling brings. There is an opportunity for year 1 and 2 children to join book club and they are encouraged to complete creative activities at home based on the book they have been given. We have Library lessons in year 1 and 2 where we teach the children to use the library and how to find a text using the authors name, number and genre of book. We encourage our children to visit the local library and share recommendations to others. Our school website signposts parents to online reading and phonics website to support their children’s learning at home. Book club is run after school for year 1 and 2 children to attend. This focuses on simple stories and makes links with activities that can be completed at home and discussed during the next book club.
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Children who have lower starting pointed have targeted support interventions to support their reading. This includes priority reading, segmenting and blending groups and precision teaching alongside streamed phonics interventions and individual reading sessions.
Impact The impact and measure of this is to ensure children not only acquire the appropriate age-related knowledge linked to the English curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives. Pupil Voice Through discussion and feedback, children talk enthusiastically about reading and understand the importance of this subject. They can also talk about books and authors that they have enjoyed and can make reading recommendations. Evidence in Knowledge Pupils can make links between texts and the different themes and genres within them. They can recognise similarities and differences. Children understand the reading process at their own level. Evidence in Skills Children are taught reading progressively and at a pace appropriate to each individual child. Teachers subject knowledge ensures that skills taught are matched to National Curriculum objectives. Outcomes At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.
Assessment and Monitoring
At Hatch Warren assessment and monitoring comes in many forms. These include: -lesson observations, book monitoring and learning walks; -skills progressing throughout the school is evident in children’s books; -gathering pupil voice through pupil interviews; -moderating pupils work in school and in cluster meetings with other schools to ensure accurate assessments are made; -tracking pupils’ progress each term and this informs planning and any intervention needed; -pupil progress meetings ensure different groups (including EAL, PP and SEND) and individual progress is monitored, and interventions organised to support good and better progress; -parents and carers will understand how they can support spelling, vocabulary, reading and writing and contribute regularly to home learning; -monitoring is also used to identify gaps in the curriculum that may need to be addressed across the school, or within individual year groups.
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Monitoring is an ongoing cycle, which is used productively to provide the best possible English curriculum for our children and to ensure it is inclusive to all.
Writing
Intent
When our children leave Hatch Warren we want to produce children who write with confidence and accuracy for a variety of purposes and audiences whilst developing their own individual flair. We want our children to be able to write with grammatical accuracy and be able to apply spelling patterns correctly using a neat handwriting style. We aim to expose our children to a wide range of vocabulary so that they able to decipher new words and then use them when speaking both informally and formally. 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 age appropriate contexts by the end of KS1. Teachers make sure the content is relevant and stimulating by delivering through themes and topics. We also aim for our children to apply all of these English skills to all areas of the curriculum. |
Underpinned By
High Expectations
All children are expected to succeed and make progress from their starting points.
Modelling
Teachers teach the skills needed to succeed in writing providing examples of good practice and having high expectations.
Fluency
Children apply writing skills with ease throughout all of the curriculum.
Vocabulary
Ambitious vocab is taught explicitly and is expected to be applied in everyday situations
Implementation
The Writing Cycle
Our writing cycle is based on topic related hooks and text drivers. We also follow a writing mantra, Think your sentence. Say you sentence. Improve your sentence, Write you sentence. Add in punctuation. Read your sentence back. This is displayed in all classrooms. Topic mats, CEW word mats and phonics mats are readily available in all classes to support this process. Planning and writing session follow a 1 week or 2 weekly pattern depending on the expectation of the piece of writing based on its purpose and audience. Writing tools including counters, talking tins, lolly sticks are used to support early and emerging writing skills. Children are encouraged to share their writing with peers and promote achievements. Children are given individualised next steps through marking and individual spoken feedback.
Cross Curricular
Writing is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects. Children also have opportunities to practise their writing skills in less formal contexts including free writing. This encourages independence, imagination and promotes skills learnt to be transferred in a number of writing genres.
SPAG
Spelling is taught through Supersonic Phonic Friends and taught spelling rules lessons. In Phonics and spelling lessons the children also practise decodable and Common exception words in the context of a sentence through dictation. Spellings also links into writing lesson progression in year 1 and 2. This helps the children see how spellings and writing are not taught in isolation. In phonics, spelling and writing sessions there are opportunities that allow teachers to spot misconceptions at an early stage and adapt to suit individual needs. Phonics spellings are taught in phonics sessions with opportunities to practise in writing sessions reinforced by using sound mats. Grammar and punctuation is taught within writing sessions for year R and 1 appropriate to the writing purpose but also planned to ensure coverage of the EYFC and year 1 national curriculum and progression statements. Year 2 also have separate grammar sessions following the year 2 national curriculum and progression statements and then apply these in writing sessions depending on the writing purpose.
Handwriting
Handwriting sessions are taught across the year groups. They are taught in letter families in handwriting books, these handwriting skills are then transferred into writing and topic books to practise. By the end of year 1 some children will begin to join but ensuring all other progression statements are met first. In year 2 all children will be taught to join but differentiating for those children who still cannot form all their letters correctly based on the progression statements for year 2.
Vocabulary
Working walls are updated linked to these genres and topics allowing the children to make independent choices in their own writing. Vocabulary is promoted through displays within the classroom and the use of topic vocabulary mats enhancing and encouraging their wider use of vocabulary. Vocabulary sessions based on Word Aware are woven into topics to address the need to close the vocabulary gap for all children. Children share their vocabulary and writing with each other by discussing their own writing and word choices in small groups or with the whole class. WAGOLLs are used to identify features of writing appropriate to the context, genre and context. Writing is displayed throughout the school in classroom and shared areas to encourage pride in work and to show the work is valued.
Whole school events
We celebrate World Book Day and we turn it into Book Week and we organise a whole school write- differentiated for each year group based on the theme or author we have visit our school.
Whole class texts
Every year group has high quality texts that is selected from a database of text drivers, reading spine or recommended book lists. Writing work is then planned and delivered through the context of this text or topic.
Impact
Pupil voice
Through discussion and feedback, children talk enthusiastically about writing and understand the importance of this subject. They can also talk about different types of writing and their purpose.
Evidence in knowledge
Pupils can make links between texts and the different themes and genres within them and begin to apply them to their writing. They can recognise similarities and differences. Children understand the writing process at their own level.
Evidence in skills
Children are taught writing progressively and at a pace appropriate to each individual child. Teachers subject knowledge ensures that skills taught are matched to National Curriculum objectives.
Outcomes
At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.
Assessment and Monitoring
At Hatch Warren assessment and monitoring comes in many forms. These include:
-lesson observations, book monitoring and learning walks;
-skills progressing throughout the school is evident in children’s books;
-gathering pupil voice through pupil interviews;
-moderating pupils work in school and in cluster meetings with other schools to ensure accurate assessments are made;
-tracking pupils’ progress each term and this informs planning and any intervention needed;
-pupil progress meetings ensure different groups (including EAL, PP and SEND) and individual progress is monitored, and interventions organised to support good and better progress;
-parents and carers will understand how they can support spelling, vocabulary, reading and writing and contribute regularly to home learning;
-monitoring is also used to identify gaps in the curriculum that may need to be addressed across the school, or within individual year groups.
Monitoring is an ongoing cycle, which is used productively to provide the best possible English curriculum for our children and to ensure it is inclusive to all.
Unfortunately not the ones with chocolate chips.
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