Please see detailed information about our English curriculum. If anyone has any further questions regarding the curriculum, please contact Mrs N Kearney (Headteacher).

English

Reading Curriculum Intent

At Legh Vale, we believe that all our children should have the opportunity to be fluent, confident readers who are able to successfully comprehend and understand a wide range of texts.

We intend for our children to become lifelong and enthusiastic readers; gaining a wide vocabulary and a strong linguistic knowledge. Our children will develop a good knowledge of a range of authors and be able to understand more about the world in which they live through the knowledge they gain from texts. In the early years setting, the teaching of reading emphasises phonics. This enables our children to apply their phonics knowledge to help decode unfamiliar words with increasing accuracy and speed. By the end of their primary education, we intend for all our children to be able to read with fluency and confidence in any subject and have motivation to continue to read as they move on in their education.

We understand the importance of parents and carers in supporting their children to develop both word reading and comprehension skills, and so we intend to encourage a home-school partnership which enables parents and carers to enhance the skills being taught in school.

Writing Curriculum Intent

At Legh Vale, we believe that all children should be able to confidently communicate their knowledge, ideas and emotions through their writing. We intend to use quality texts to inspire our children. We want children to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time at Legh Vale.

We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school. We believe that all good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process.

English Curriculum Implementation:

At Legh Vale, we create a positive speaking and listening, reading and writing culture, where all are promoted, enjoyed and considered ‘a pleasure’ for our children.  All classes have an English working wall to aid children’s learning.

There is a regular focus on vocabulary in reading and writing sessions and across the curriculum, and high quality texts are used to support vocabulary development.  Teachers and TAs support all children on a regular basis; providing intervention, support and challenge that individuals require to advance their learning in all areas of English. To encourage and promote enjoyment in reading and writing, events take place often throughout the year. These include: Poetry Day, World Book Day, Roald Dahl Day, author/poet visits and a Book Fair.

Writing:

Coherent units of work are planned that involve immersion, analysis, planning and writing and cover a variety of genres and literary styles. Several short writing opportunities are planned for and at least one longer independent writing task in each unit of work.  Lessons are sequenced and lead towards a quality written outcome. 

Grammar and punctuation is embedded in the units of work and children understand how to use them for effect.  Teachers regularly model planning, writing and handwriting. Children are encouraged to discuss ideas with each other prior to writing.  Editing and proofreading skills are modelled by adults and used by the children. Displays of writing encourage pride in work, give a purpose and audience and show that work is valued.  Marking and oral feedback is used to develop children’s writing skills.  Regular spelling lessons are delivered and children learn a range of spelling strategies and conventions.  Teachers and children follow the handwriting policy.

Reading:

Teachers regularly model reading skills and strategies to the whole class, using high quality, language-rich texts.  Children are then encouraged to practise and apply these skills to a range of texts, working collaboratively with their peers.

Guided reading sessions allow them to apply these skills and strategies to books appropriate to their individual reading development, with the teacher or TA scaffolding and supporting them. Children in EYFS and KS1 have daily phonics sessions, following the ‘Read Write Inc’ phonics scheme.  Children are monitored closely for progress and given further support and intervention where necessary. 

All children take reading books home frequently and read regularly at home, supported by their parents and carers.  Information about how best to support children with reading at home is frequently shared.   Children are encouraged to read for pleasure – ‘Read this book!’, ‘Book Club’, older children reading to younger children, ‘Borrow a Book’, book fair, author/poet visits, class and school libraries, Summer Reading Challenge, Schools Library Service visits and resources etc. and teachers read out loud regularly to their class.

English Curriculum Impact:

Accurate assessments are being made using Key Learning documents. Assessments inform planning and teaching and any interventions are targeted and meet the needs of each child. Pupil progress meetings with the Headteacher and teachers each term ensure different groups and individual progress is monitored and interventions organised to support progress.  Intervention sessions enable a greater proportion of children to be on track to meet year group expectations or, in the case of those working significantly below expectations, to make better than expected progress. The subject leader:

• Provides an action plan for the subject and addresses areas for development and improvement annually.

• Reports to the governors so they are up to date with any new initiatives that have been introduced and the impact of these.

• Conducts learning walks, lesson observations, pupil interviews and book monitoring throughout the year. These inform future areas for improvement and the impact of new initiatives.

Standards being met at the end of EYFS, Phonics Screening Check, KS1 and KS2 are broadly in line with local and national averages. Each year data is analysed and any areas for improvement identified and addressed. These are often included on the School Improvement Plan and English Action Plan.  There will be no significant gaps in the progress of different groups of children (e.g. disadvantaged vs non-disadvantaged).

Writing:

Children enjoy writing and use the features of different genres and styles. They can write for different purposes and audiences and are proud of their writing. Children know that others value their writing; they see it on display, used as WAGOLLs, made into class books, shared with their families etc.  Skills progress (grammar and punctuation) throughout the school is evident in children’s books and they use grammar for effect. Children are being adventurous with vocabulary choices. 

There is evidence of a clear teaching sequence in books;

1. Immerse - immersion in reading and responding
2. Analysis
3. Plan - gathering content and planning
4. Writing

A range of genres are taught across the school resulting in children being exposed to, and knowledgeable about, literary styles, authors and genres. Verbal and written feedback provides positive support and directs children on their next steps to improve their writing and they respond to such feedback. Children use classroom resources to support their learning. Children’s presentation is of a high standard following the school’s handwriting policy.

Reading:

Children enjoy reading regularly, for information and for enjoyment/pleasure and they discuss books with excitement and interest. Children enjoy reading across a range of genres. Children of all abilities succeed in all reading lessons. Children use a range of strategies for decoding words, not solely relying on phonics.  Children will have a good knowledge of a range of authors.  Children will be ready to read in any subject in their forthcoming secondary education.  Parents and carers will have a good understanding of how they can support reading at home, and contribute regularly to home-school records.