English

Intent, Implementation and Impact:

As a school, we aim to ensure that all children:

•        read easily, fluently and with good understanding of phonological awareness

•        develop the habit of reading widely and often, for both pleasure and information

•        acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

•        write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

•        use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas

•        are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Spoken Language/Speaking and listening

Intent:

At Town End Junior School, we value the importance of Speaking and Listening and understand what impact this can have on learning. We ensure that the following aims are at the core of our teaching and learning:

• To listen, evaluate and respect the opinion of others
• To speak expressively and confidently about a range of topics
• To provide a range of opportunities for children to talk and listen in formal and informal settings
• To create an environment in which children feel safe when speaking about their thoughts and feelings

Implementation:

• Pupils develop their listening skills by evaluating their learning in a range of ways, such as peer discussion, self-evaluation, and teacher feedback.
• Pupils enhance expressive speech, activities such as class discussions and debates take place.
• Drama and role play is implemented to develop confidence when addressing audiences
• Pupils use discussions during reading and writing sessions
• Implementation of Rapid-Catch up Phonics using the Little Wondle scheme for identified children.

Impact:

• Speaking and listening activities are designed with a clear intent to inspire and develop these key skills. The implementation of the Literacy Tree scheme within Year 3 and 4 as well as a whole class reading approach across school support this. We hope that this will lead to a positive impact and generate confident and proficient English language users.

Reading

Intent:

At Town End Junior School, we recognise that reading is fundamental and underpins all aspects of school learning. We ensure that the following aims are at the core of our teaching and learning:

• To create a reading culture that celebrates a love and enjoyment of books
• To help children become fluent readers, who can critically evaluate a text and comprehend the key information
• To provide a wide range of reading materials and genres (e.g. comics, newspapers, encyclopaedias, posters) to give them a greater understanding of the wider world
• To develop children’s reading skills through using a range of books levelled according to challenge and difficulty

Implementation:

In years 3 and 4, we plan our sessions based upon The Literacy Tree Scheme which builds upon the foundations taught in KS1 and to ensure children develop a love for reading by reading carefully selected books and genres. Years 5 and 6 plan using the Ashley Booth scheme, to focus on specific comprehension skills and targets. We chose, use and adapt these schemes to meet the needs of our children and:

• To develop children’s reading skills using a range of books to challenge and inspire.
• To offer a diverse selection of fiction, non-fiction, poetry and classic literature are available to broaden students’ horizons and develop comprehension skills.
• To provide an inclusive approach through whole class reading and allowing all students to be engaged, regardless of their reading abilities.
• For teachers to use a variety of strategies to teach comprehension, such as questioning, summarising and predicting.

In order to support children in reading fluency and phonics, we work closely with the infant school to select pupils who then require completing the Little Wondle Rapid-Catch Up scheme. These sessions are led by trained staff and aim to ensure these children complete all phonic phrases and are able to read fluently.

Impact:

Regular formative and summative assessments take place to monitor student progress, including:

• Daily assessment for learning strategies
• Termly NFER assessments (Years 3-5)
• End of Key Stage SATs test (Year 6)

Spelling, Punctuation and Grammar

Intent:

At Town End Junior School, Spelling, Punctuation and Grammar takes place throughout English lessons and underpins key skills needed to be an effective writer. We ensure that the following aims are at the core of our teaching and learning:

• To be able to write effectively for a range of audiences and purposes using spelling, punctuation and grammar accurately and confidently
• To encourage all children to become “correct” spellers and develop children’s confidence in spelling
• To equip students with a solid understanding of grammar and emphasise the importance of clear and precise language.
• Regular teaching of spelling and grammar linked to individual children’s needs and according to the requirements of the 2014 National Curriculum

Implementation:

The Literacy Tree Scheme (Year 3 and 4) and Classroom Secrets (Year 5 and 6) are implemented through Spelling and grammar coverage. We use and adapt these schemes to meet the needs of our children and:

• To provide a structured approach to systematically teaching spelling and grammar rules, patterns and common exceptions.
• To teach children a range of spelling and grammar rules that they can apply to develop their writing skills
• To encourage dictionary and thesaurus use when appropriate.
• To use the ‘Grow the Code’ sound mat to build on phonics learnt during infants and through the Little Wondle Rapid Catch-up scheme.

Impact:

Regular formative and summative assessments take place to monitor student progress, including:

• Daily assessment for learning strategies
• Weekly spellings
• Termly NFER assessments (Years 3-5)
• End of Key Stage SATs test (Year 6)

Writing

Intent:

At Town End Junior School, writing takes place daily. This may take place throughout English lessons and also in a range of other subjects, including foundations subjects. We ensure that the following aims are at the core of our teaching and learning:

• To understand the importance of audience and purpose
• To develop strategies to communicate effectively through the written word
• To write in a variety of forms
• To recognise that writing can be a collaborative effort
• To recognise that drafting and redrafting is an essential part of the writing process
• To recognise that spelling is an important skill and ensure that children have a range of strategies to move towards the conventions of the written word

Implementation:

The Literacy Tree Scheme (Year 3 and 4) and our school developed writing scheme (Year 5 and 6) are implemented through our writing coverage. We use and adapt these approaches to meet the needs of our children and:

• To provide modelled, shared and guided writing
• Using dictionaries and a thesaurus to support the use of interesting vocabulary
• Children need to know and apply the steps taken in the drafting and editing process
• Opportunities to write from real life experiences
• Opportunities to write in a variety of forms and for different audiences, using high quality children’s books as a stimulus
• Grammar skills are taught in the context of writing for real purposes
• Opportunities to publish work through a variety of media
• Through marking, children are required to make improvements from teachers’ comments
• Peer marking against Learning Aim and Success Criteria

Impact:

Monitoring such progress helps to inform future interventions and support.

Pupils become resilient and can apply their knowledge and understanding to different lessons and contexts. Children will develop a lifelong enjoyment of English.

English Overview

At Town End Junior School, we believe that literacy and communication are key life skills. Pupils are given opportunities to develop these skills through an integrated programme of Speaking and Listening, Reading and Writing. As part of the Tibshelf Schools Federation, we work in partnership with our colleagues at Tibshelf Infant School. This ensures that skills are developed by the pupils in Key Stage One and built upon in Key Stage Two. We intend to develop a love of literature through widespread reading and writing for enjoyment – therefore we as a staff have agreed and committed to putting a high quality ‘text’ at the heart of all reading and writing sessions. We ensure that any schemes that we use to support teaching and learning cover all objectives as outlined in the national curriculum (2014) for Key Stage Two as well as keeping that ‘text’ as a focus.

Through our lessons, we aim to demonstrate our investment in embedding English within other subjects in the curriculum and focus on developing the key aspects of learning through English. We are committed to providing our students with a high-quality English education that fosters a love for Spoken Language, Reading, Writing, Spelling, Vocabulary, Grammar and Punctuation. This policy outlines our approach to these strands to ensure that every child reaches their full potential in English.

Intent, Implementation and Impact:

As a school, we aim to ensure that all children:

•        read easily, fluently and with good understanding of phonological awareness

•        develop the habit of reading widely and often, for both pleasure and information

•        acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

•        write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

•        use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas

•        are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Spoken Language/Speaking and listening:

Intent:

At Town End Junior School, we value the importance of Speaking and Listening and understand what impact this can have on learning. We ensure that the following aims are at the core of our teaching and learning:

• To listen, evaluate and respect the opinion of others
• To speak expressively and confidently about a range of topics
• To provide a range of opportunities for children to talk and listen in formal and informal settings
• To create an environment in which children feel safe when speaking about their thoughts and feelings

Implementation:

• Pupils develop their listening skills by evaluating their learning in a range of ways, such as peer discussion, self-evaluation, and teacher feedback.
• Pupils enhance expressive speech, activities such as class discussions and debates take place.
• Drama and role play is implemented to develop confidence when addressing audiences
• Pupils use discussions during reading and writing sessions
• Implementation of Rapid-Catch up Phonics using the Little Wondle scheme for identified children.

Impact:

• Speaking and listening activities are designed with a clear intent to inspire and develop these key skills. The implementation of the Literacy Tree scheme within Year 3 and 4 as well as a whole class reading approach across school support this. We hope that this will lead to a positive impact and generate confident and proficient English language users.

Reading:

Intent:

At Town End Junior School, we recognise that reading is fundamental and underpins all aspects of school learning. We ensure that the following aims are at the core of our teaching and learning:

• To create a reading culture that celebrates a love and enjoyment of books
• To help children become fluent readers, who can critically evaluate a text and comprehend the key information
• To provide a wide range of reading materials and genres (e.g. comics, newspapers, encyclopaedias, posters) to give them a greater understanding of the wider world
• To develop children’s reading skills through using a range of books levelled according to challenge and difficulty

Implementation:

In years 3 and 4, we plan our sessions based upon The Literacy Tree Scheme which builds upon the foundations taught in KS1 and to ensure children develop a love for reading by reading carefully selected books and genres. Years 5 and 6 plan using the Ashley Booth scheme, to focus on specific comprehension skills and targets. We chose, use and adapt these schemes to meet the needs of our children and:

• To develop children’s reading skills using a range of books to challenge and inspire.
• To offer a diverse selection of fiction, non-fiction, poetry and classic literature are available to broaden students’ horizons and develop comprehension skills.
• To provide an inclusive approach through whole class reading and allowing all students to be engaged, regardless of their reading abilities.
• For teachers to use a variety of strategies to teach comprehension, such as questioning, summarising and predicting.

In order to support children in reading fluency and phonics, we work closely with the infant school to select pupils who then require completing the Little Wondle Rapid-Catch Up scheme. These sessions are led by trained staff and aim to ensure these children complete all phonic phrases and are able to read fluently.

Impact:

Regular formative and summative assessments take place to monitor student progress, including:

• Daily assessment for learning strategies
• Termly NFER assessments (Years 3-5)
• End of Key Stage SATs test (Year 6)

Spelling, Punctuation and Grammar:

Intent:

At Town End Junior School, Spelling, Punctuation and Grammar takes place throughout English lessons and underpins key skills needed to be an effective writer. We ensure that the following aims are at the core of our teaching and learning:

• To be able to write effectively for a range of audiences and purposes using spelling, punctuation and grammar accurately and confidently
• To encourage all children to become “correct” spellers and develop children’s confidence in spelling
• To equip students with a solid understanding of grammar and emphasise the importance of clear and precise language.
• Regular teaching of spelling and grammar linked to individual children’s needs and according to the requirements of the 2014 National Curriculum

Implementation:

The Literacy Tree Scheme (Year 3 and 4) and Classroom Secrets (Year 5 and 6) are implemented through Spelling and grammar coverage. We use and adapt these schemes to meet the needs of our children and:

• To provide a structured approach to systematically teaching spelling and grammar rules, patterns and common exceptions.
• To teach children a range of spelling and grammar rules that they can apply to develop their writing skills
• To encourage dictionary and thesaurus use when appropriate.
• To use the ‘Grow the Code’ sound mat to build on phonics learnt during infants and through the Little Wondle Rapid Catch-up scheme.

Impact:

Regular formative and summative assessments take place to monitor student progress, including:

• Daily assessment for learning strategies
• Weekly spellings
• Termly NFER assessments (Years 3-5)
• End of Key Stage SATs test (Year 6)

Writing:

Intent:

At Town End Junior School, writing takes place daily. This may take place throughout English lessons and also in a range of other subjects, including foundations subjects. We ensure that the following aims are at the core of our teaching and learning:

• To understand the importance of audience and purpose
• To develop strategies to communicate effectively through the written word
• To write in a variety of forms
• To recognise that writing can be a collaborative effort
• To recognise that drafting and redrafting is an essential part of the writing process
• To recognise that spelling is an important skill and ensure that children have a range of strategies to move towards the conventions of the written word

Implementation:

The Literacy Tree Scheme (Year 3 and 4) and our school developed writing scheme (Year 5 and 6) are implemented through our writing coverage. We use and adapt these approaches to meet the needs of our children and:

• To provide modelled, shared and guided writing
• Using dictionaries and a thesaurus to support the use of interesting vocabulary
• Children need to know and apply the steps taken in the drafting and editing process
• Opportunities to write from real life experiences
• Opportunities to write in a variety of forms and for different audiences, using high quality children’s books as a stimulus
• Grammar skills are taught in the context of writing for real purposes
• Opportunities to publish work through a variety of media
• Through marking, children are required to make improvements from teachers’ comments
• Peer marking against Learning Aim and Success Criteria

Impact:

Monitoring such progress helps to inform future interventions and support.

Pupils become resilient and can apply their knowledge and understanding to different lessons and contexts. Children will develop a lifelong enjoyment of English.

Planning for English

The school bases its English planning around the Programmes of study in the National Curriculum for English in order to ensure coverage of all aspects of the subject. Teachers identify the genres to be covered within their year group; identify daily objectives, teaching methods and assessment opportunities within a unit of work on a whole school planning format. Planning is collected and monitored by the subject leader.

Entitlement

The school is committed to enabling all children to access the English curriculum and its wider opportunities. All children are challenged at their level of learning. Our expectations are high and provision is based on the needs of all the children we teach.

Class teachers are responsible for differentiating activities so that less able pupils are supported and the learning of more able children extended. We recognise and provide suitable learning opportunities for all the children we teach, matching the challenge of a task to the ability of the child. We achieve this through a range of strategies including differentiated tasks, teaching assistant support, intervention programmes and target groups. The nature and timetabling of additional groups varies each year and is based on our knowledge of the children and their targets.

Inclusion

We provide tailored support for pupils with difficulties or Special Educational Needs (SEN) and provision for their needs is implemented throughout the school. More able children are identified for their areas of strength, targets are set and activities provided in order for their needs to be met.

Assessment, Recording and Reporting

Assessment is carried out by the class teacher and is used to inform future planning. It involves identifying children’s progress against learning aims, determining what the children have achieved and moving them on to the next stage of learning. This is communicated to children through marking, verbal feedback and encouragement of children’s self-evaluation. Class teachers track children’s progress through teacher assessment five times a year. Each child is formally assessed at the end of the year. (Assessments are made in line with the school assessment policy.)

This information and each teacher’s knowledge of the individual child is used to inform planning and is the basis for any support or extension groups that might be put in place.

Teachers moderate their assessment of children’s writing each year in order to ensure consistency and progression.

Monitoring, evaluation and review

At Town End Junior School, we are dedicated to nurturing well-rounded, literate individuals who can communicate effectively, both in writing and speech. This English Policy serves as our commitment to achieving this goal. We welcome feedback from parents, teachers and pupils to continually improve our approach to English.