Lowick and Holy Island C. of E. First Schools

English Policy

RATIONALE

The National Curriculum (2014) clearly states that teaching the English language is an essential, if not the most essential role of a First school.

The study of English develops children’s ability to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings. Children are enabled to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as of non-fiction and media texts. Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking and writing across a range of different situations.

‘Teachers should develop pupil’s spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.’

(P10 National Curriculum)

We are an inclusive school; we set high expectations and recognise the importance of accurate and regular assessment in order to support individuals at every part of their learning journey and in whatever circumstances. We use one to one support, small groups and cross-phase work to help with this. We plan teaching opportunities to help those for whom English is an additional language and those with disabilities outlined in the SEN code of practice. We agree with the statement of the National Curriculum, that

‘pupils…who do not learn to speak, read and write fluently and confidently are effectively disenfranchised’

(p13 National Curriculum)

AIMS (These aims are also in conjunction with the new National Curriculum 2014 p.3)

PLANNING & PROGRESSION

Long term overviews can be found online for Key Stages One and Two.

Pupils are taught in year groups and mixed Key Stage Classes and planning shows differentiation by age and ability.

Medium term (half –termly) planning is stored centrally.

Schemes of work for phonics and grammar and spelling are used to ensure developmental learning building on prior knowledge.

Short term planning is flexible allowing for assessment for learning after each session/ group of sessions.

Pupils may be streamed by ability for some sessions/ types of homework/ support.

Pupils entitled to Pupil Premium funding will be given additional English support which is tracked and monitored termly.

Pupils with EAL will be given additional English support which is tracked and monitored termly.

(We aim to incorporate the statutory requirements of the new Curriculum 2014)

Spoken Language:

The National Curriculum states that pupils should be

‘taught to speak clearly and convey ideas confidently in Standard English’

(p10 National Curriculum)

They should:

We encourage our pupils to speak clearly and confidently and articulate their views and opinions. We teach that children need to express themselves orally in an appropriate way, matching their style and response to audience and purpose. Listening and responding to literature, giving and receiving instructions. They develop the skills of participating effectively in group discussions.

Ways in which we support this include:

We further incorporate:

Foundation Stage: Small group work, interventions such as Talk Boost, Letters & Sounds, Role play, stories and songs, listening stations, voice recording, show and tell boxes, iPad, Circle time, puppets, questioning, Tapestry.

Key Stage One: Role play related to texts, performance poetry, talking partners, drama conventions, rhymes and songs, class and whole school plays and assemblies.

Key Stage Two: As above plus, Presentations, group tasks, collaborative learning, tag storytelling.

Reading:

The National Curriculum states that pupils should be taught to read fluently, understand extended prose and be encouraged to read for pleasure. Reading is singled out as of extreme importance since through it

‘pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually’

Reading allows pupils to ‘acquire knowledge’ and to ‘build on what they already know’

(p13 National Curriculum).

Schools are expected to have library facilities and support and encourage reading at home.  

The 2014 Curriculum divides reading skills into two dimensions:

We recognise that both these elements are essential to success and we support the acquisition of both sets of skills through various methods. We recognise that these areas are clearly linked to the other aspects of English learning: speaking and listening, writing, grammar and vocabulary. We also understand that reading is a developmental process and part of life-long learning and we encourage and praise children at every stage of it.

Our aims and connected provision:

We further incorporate:

The Reading Challenge with inbuilt rewards leading to celebration of success.

Foundation Stage: reading book sessions, guided reading, Letters and Sounds, Jolly phonics, name recognition, cosy corner, electronic books, iPad, role play corner, tape recorder with books, poems and songs.

Key Stage One: guided reading in differentiated groups, individual support, real books and schemes, non-fiction and learning how to use these books, comprehension.

Key Stage Two: Whole class texts including a wide variety of activities to create reading stamina, classic texts across a range of genres, Book club and library.

Writing:

The National Curriculum states that pupils should:

The 2014 Curriculum divides writing skills into two dimensions:

We recognise that both these elements are essential to success and we support the acquisition of both sets of skills through various methods. We recognise that these areas are clearly linked to the other aspects of English learning: speaking and listening, reading, grammar and vocabulary.

Our aims and connected provision:

We further incorporate:

Foundation Stage: name writing skills development, sensory development skills for gross and fine motor development through playdough, theraputty and marbles, brushes, signing in books, variety of writing tools, whiteboards and pens, smart board games, iPad, outdoor learning skills for e.g. chalks, paint, computers.

Key Stage One: range of genres, diaries, exciting text related activities, traditional stories, recounts, information texts, authors, spelling tests, grammar and punctuation, handwriting , iPad.

Key Stage Two: Big writing assessment tasks, descriptive writing through topics, i.e. ‘Bronze Age Adventure’, narrative and descriptive writing, newspaper reports related to topics, ongoing spellings, punctuation and grammar integrated into topics, weekly spellings and intervention.

Vocabulary Development:

The National Curriculum makes clear that learning vocabulary is key to

‘learning and progress across the whole curriculum’

(p11 National Curriculum)

since it allows pupils to access a wider range of words when writing and for them to understand and comprehend texts efficiently.

Vocabulary teaching needs to be:

Our aims and connected provision:

We encourage our pupils to have a wide and growing vocabulary in a number of ways, these include:

ASSESSMENT

(Please see marking/assessment policies)

ENGLISH & INCLUSION

At our school we teach English to all children, whatever their ability and individual needs. English forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our English teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language, and we take all reasonable steps to achieve this. For further details see separate policies: Special Educational Needs.

Date Adopted

Review dates

April 2015

April 2018

April 2019

Policy developed by: C. Vanson (Headteacher) April 2015

 
We were awarded Outstanding in both schools Ofsted Inspections  ARTSMARK: We have achived a GOLD award for our arts in school. "Artsmark provides a benchmark for arts provision that encourages schools to consider the opportunities they offer in art, dance, drama and music.  ICTMark Award  HealthandWellbeingLogo s   Active 08  Financial Management in Schools  Naace Feature School  3rd-Millennium-Learning-Logo-v5Eco Schools Bronze Award s

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