INTENT – Why do we teach English?
At Ludham Primary School and Nursery, our English curriculum is designed to develop children’s love of reading, writing and discussion, to enable our pupils to become articulate citizens who can communicate effectively. We aim to ensure that all pupils:
- develop the habit of reading widely and often, for both pleasure and information
- develop a wide vocabulary, using their linguistic skills to communicate effectively and coherently
- write clearly, imaginatively and accurately, adapting their language and style for a range of contexts and purposes
- be confident when speaking and listening and use discussion to communicate and further their learning in all areas of the curriculum
Our carefully sequenced curriculum ensures progression in and across year groups, providing opportunities to embed and extend children’s learning using oracy as a foundation. Pupils are given opportunities to use and apply the skills they learn across all areas of the curriculum.
Oracy is the ability to articulate ideas, develop understanding and engage with others through spoken language. Through oracy, children develop and deepen their subject knowledge and understanding.The National Curriculum places emphasis upon the importance of the spoken word and regards ‘Fluency in the English language is an essential foundation for success in all subjects.’Using oracy in school supports the pupils to build secure foundations by using discussion to probe and remedy their misconceptions.
Our intent is to focus on the deliberate, explicit and systematic teaching of oracy across the curriculum. Similar to the practice of ‘talk for writing’, we seek to make firm links between speaking, listening, reading and writing, with an emphasis on subject specialist language and cultural capital to set Ludham pupils up for both academic and social success.
IMPLEMENTATION- What do we teach – what does this look like?
Phonics:
From Reception, EYFS and KS1 pupils engage with daily Read Write Inc Phonics sessions, teaching them to read accurately, fluently and with understanding. Every day, pupils learn new sounds and review previous sounds and words; texts are matched to the sounds that they know, ensuring that children are always able to decode the books they are reading. Pupils are assessed every half term and grouped according to their ‘challenge level’ (Ruth Miskin, 2022); regular assessment means that they work through the levels quickly and pupils who might be struggling are quickly identified and interventions put into place. Daily interventions enable pupils to ‘keep up’ rather than ‘catch up’.
Reading and Writing:
In addition to daily phonics sessions for EYFS and KS1 pupils (and daily Speed Sounds Sessions for pupils in lower KS2), our daily English lessons are built around the use of high-quality texts. Exposing pupils to quality literature lies at the heart of our English curriculum and so sequences are planned to ensure pupils are introduced to new and more contemporary texts, as well as including some traditional favourites and archaic classics. Reading and writing skills are taught together, with lessons focusing on different learning throughout the sequence and drawing their learning together through one or more written pieces. Pupils are expected to write every day, across the curriculum, developing the speed and stamina required as they approach secondary education.
Accelerated Reader:
In KS2, Renaissance Star Reading is used as an online assessment of our students’ reading growth. Star Reading indicates the skills each student needs to focus on to meet or exceed expected standards, and is computer-adaptive, meaning that it adapts to each student’s abilities. From the data collected during these assessments, pupils are assigned a ZPD (Zone of Proximal Development), which indicates the range of difficulty level of books a child should read to allow for independent reading. Children are encouraged to read these books at least three times a week at home, and are also listened to by adults at school. Once they have finished a book, they take an online quiz which assesses their comprehension. Star Reader assessments are repeated termly to track progress.
Additionally, children are encouraged to select a ‘free reader’ book, which may be a different level to their ZPD. A range of fiction and non-fiction books are also available on class bookshelves for independent reading.
Fluency:
Fluency is the bridge between decoding and comprehension; at Ludham Primary School and Nursery we explicitly teach fluency to develop children’s ability to read with automaticity (rapid word reading without decoding), accuracy and prosody (expressive, phrased reading). During these sessions, the teacher models the reading of a short text to the children, who listen carefully to expression and phrasing. They then have the opportunity to echo-read the text, practise with their partner, and finally perform the extract themselves if they wish.
Spelling:
In EYFS and KS1, spelling is taught within daily Read Write Inc sessions, focusing on spelling words containing sounds that children have learned. Using ‘Fred Fingers’, they learn to identify the number of sounds in each word, to say each sound out loud and write the letters for each sound.
In lower KS2, Spelling is taught through Read Write Inc – a proven approach underpinned by phonics in a series of fast–paced lessons, which prepare children for the higher demands of the statutory spelling assessments in England. Spelling is taught in daily sessions through a range of activities designed to embed spelling rules.
In upper KS2, children are given opportunities to practise their spellings at school and Spelling Shed can be used as a revision tool at home.
Handwriting:
In EYFS and KS1, handwriting is developed initially through RWI, with additional practise taking place regularly throughout the week. Once pupils are able to form their letters correctly and to a consistent size, they will be introduced to cursive handwriting. At Ludham Primary School and Nursery, we use Nelson Handwriting, Oxford Owl as a tool to support pupils’ development, with teachers modelling how to correctly form and join letters.
Enrichment:
Author visits are always an exciting opportunity and prove very popular with pupils: hearing from a real-life writer provides children with the opportunity to ask questions about their writing journey, as well as being able to participate in the workshops which follow.
Family Reading Cafes provide the opportunity for us to welcome parents, carers and younger siblings into school to enjoy a story and complete an activity with their children in an informal environment.
Reading assemblies extend opportunities for reading for pleasure for all pupils. Everyone Reading In Class (ERIC) time is a celebrated and much-looked-forward-to reading for pleasure time each week.
Every March, we celebrate World Book Day, and we are delighted to be able to welcome travelling Book Fairs back into school this year.
Teachers recommend a range of books for children to read on the ‘Bookflix’ board which is situated in the school library. Children can also recommend books to each other through a system of ‘book belts’ and the Junior Librarian initiative.
The school has links with local private booksellers and the Norfolk Library Service.
IMPACT
Children leave Ludham Primary School and Nursery as happy, confident learners who have developed a love of reading and writing with the key skills and knowledge necessary for the next stage of their learning. They have high aspirations and are confident in the art of speaking and listening, able to successfully use discussion to communicate and further their learning.
Our pupils will leave Ludham Primary School and Nursery:
- enjoying reading and writing across a range of genres
- enjoying reading regularly, for information and for enjoyment and being able to discuss books with excitement and interest
- enjoying writing, using the features of different genres and styles and are able to write confidently for different purposes and audiences
- having a wide vocabulary that they use within their writing
- having a good knowledge of how to adapt their writing based on the context and audience
- being able to effectively apply spelling rules and patterns they have been taught
In addition:
- Parents and carers will have a good understanding of how they can support pupils’ reading development at home
- Parents and carers will have a good understanding of how they can support spelling, grammar and composition and home
- The % of pupils working at ARE within each year group will be at least in line with national averages
- The % of pupils working at Greater Depth within each year group will be at least in line with national averages
- There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).
Year 1 to 6 - Reading End Points
The key assessment criteria for reading have been devised in such a way that they can be applied to allow teachers to assess how well children are developing as readers.
Teachers may wish to supplement these key assessment criteria with other criteria if they feel that this adds value.
Year 1 to 6 - Writing End Points
The key assessment criteria for writing have been devised in such a way that they can be applied to allow teachers to assess how well children are developing as writers.
Teachers may wish to supplement these key assessment criteria with other criteria if they feel that this adds value.
The National Curriculum states that, “The overall aim for English in the National Curriculum is to promote high standards of English by equipping pupils with a strong command of the written and spoken word, and develop a love of literature through widespread reading for enjoyment …so all pupils develop the habit of reading widely and often for both pleasure and information.”
In partnership with parents/carers, we aim to continue to raise standards in English and to promote the personal development of every child, by providing them with an equal opportunity to develop their skills in speaking, listening, reading and writing across the curriculum.
Here at Ludham our English curriculum builds upon knowledge and skills through school. It is important for our children to reach each milestone fully equipped with the skill set, knowledge and experiences of achieving highly within English. Our sequential approach to the teaching of English shows a cumulative approach which seamlessly ties Phonics, Early Reading, Speaking and Listening and Writing together.
Our English curriculum in built upon from EYFS through KS1 to KS2 with clearly defined milestones and endpoints. Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme before moving on to a bespoke Ludham English curriculum.
Our broad and balanced English curriculums allow our children to read and write from a range of texts written by both classic and modern authors alike. The children are given the opportunities to explore English from its earliest levels
Ludham is determined that every pupil will learn to read, regardless of their background, needs or ability.
Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme.
Mrs Goreham and our English Leads, are always happy to discuss all things relating to English and its delivery at Ludham.
At Ludham, we teach some of the curriculum objectives using published schemes. We aim to select schemes which are backed up by a strong evidence base so we know they will support us to deliver the curriculum in the best possible way for our children.
Phonics and Reading:
At Ludham Primary School and Nursery, we use a government approved phonics scheme called ‘Read Write Inc.’ (RWI). The scheme includes reading books which are closely matched to the sounds the child knows. Children usually finish this scheme during Year 2 and then move on to Accelerated Reader. Children continue on Accelerated Reader until they leave the school in Year 6. The scheme involves completing regular assessments to generate the book level best matched to a child’s reading ability. Children can then select any book in our Accelerated Reader library which fits this book level. Once they have read the book, children complete a book quiz to assess their comprehension of what they have read.
Writing:
To support children with their writing, we use elements of the ‘Talk for Writing’ approach. This includes children learning texts and reciting them aloud, and creating toolkits to improve their writing.
Handwriting:
We follow the ‘Nelson Handwriting’ scheme to ensure consistency in how handwriting is taught as children progress through the school.
Writing
Confidence and competence in the use of the written word is essential to the communication of meaning.
Our aims are to ensure that the children:
Know that writing is a process over which they have control.
Enjoy playing with language and writing for pleasure.
Write appropriately for a specific audience.
Write for a variety of purposes and contexts.
Write clearly, legibly and accurately with attention to punctuation, spelling and grammar.
Use speaking, drafting and proof reading as part of the writing process.
Aspire to independent writing that is clear, imaginative and of high quality.
Phonics at Ludham Primary School and Nursery
How is phonics taught at Ludham Primary School and Nursery?
• At Ludham Primary School and Nursery, we use government approved phonics scheme designed by Ruth Miskin, called ‘Read Write Inc.’ (RWI).
• High levels of reading success are achieved through the systematic teaching and consistent routines of this programme.
• Read Write Inc. is firmly based in synthetic phonics. Synthetic phonics involves converting a letter or letter group into sounds that are then blended together into a word.
Who teaches phonics at Ludham Primary School and Nursery?
• We have a dedicated team of teachers and teaching assistants who have all received accredited RWI training and they are referred to as reading teachers. They are passionate about every child learning to read and take part in weekly meetings for coaching and training purposes.
How do the groups work and what happens?
• At the beginning of Reception, each child is assessed in their phonics sound knowledge and reading skill. They are then placed in a group appropriate to what they have shown they can do within this assessment.
• This ensures that all children are working at the right level for their ability which is the best way to ensure progress and confidence in their reading skills.
• Children might not be taught phonics by their own class teacher, however, information is regularly shared between reading teachers and class teachers to ensure everyone knows where a child is working and the progress that is being made.
• Groups are assessed every half term (6 weeks) and children are moved accordingly to either accelerate progress or provide further consolidation. Any children who are not making sufficient progress will be given targeted intervention or additional 1:1 tutoring sessions during the afternoon.
What is taught in phonics?
Learning Set 1 Speed Sounds
These are the Set 1 Speed Sounds written with one letter:
m a s d t i n p g o c k u b f e l h r j v y w z x
These are the sounds written with two letters (these are known as ‘special friends’):
sh th ch qu ng nk ck
Learning to blend with Set 1 Speed Sounds
Children learn to read words containing Set 1 Speed Sounds by sound blending. The children learn this as ‘Fred-talk’ where they say each sound and then blend them to read the whole word. For example:
m-a-t = mat
c-a-t = cat
g-o-t = got
f-i-sh = fish
s-p-o-t = spot
b-e-s-t = best
s-p-l-a-sh = splash
Learning Set 2 Speed Sounds
These are the Set 2 Speed Sounds:
ay (as in play)
ee (as in see)
igh (as in high)
ow (as in blow)
oo (as in zoo)
oo (as in look)
ar (as in car)
or (as in torn)
air (fair)
ir (as in bird)
ou (as in shout)
oy (as in toy)
Learning Set 3 Speed Sounds
These are Set 3 Speed Sounds:
ea (as in tea)
oi (as in spoil)
a–e (as in cake)
i–e (as in smile)
o–e (as in home)
u–e (as in huge)
aw (as in yawn)
are (as in care)
ur (as in nurse)
er (as in letter)
ow (as in brown)
ai (as in snail)
oa (as in goat)
ew (as in chew)
ire (as in fire)
ear (as in hear)
ure (as in pure)
What about reading books?
Learning to Blend
When a child is learning to blend, they will be given RWI blending books. Children are encouraged to ‘Fred-talk’ the word and blend it together. They will be able to check if they are correct by turning the page to see an image which matches the word. Children are encouraged to sound out carefully using pure sounds.
Confidently Blending
Once confident in blending, children will begin to receive two RWI books. One is a copy of the book they have read at school in their RWI sessions. They will have read this book three or five times with their reading teacher, depending on which group they are in, so they should be confident and familiar with the story. The second book is a colourful ‘Book Bag Book’. These books allow children to apply their reading skills and are matched to the sounds they have been taught so far. There are questions at the end of the book to check understanding and promote discussion of the story. Children will not read this book in school.
How can parents help at home?
• Practise the sounds listed above for Set 1, 2, 3
• Read together daily
• Follow this link to for additional information and parent tutorials:
