English

Intent, Implementation and Impact Statement: English

Intent

At William Bellamy Primary School, we believe that every child should be given opportunities to develop their oracy skills, have the right to learn to read and develop a love for reading as well as to write independently in a variety of genres and for a range of purposes. We have a rigorous and well organised English Curriculum which promotes enjoyment through the creative use of high quality texts and provides a range of purposeful and engaging opportunities to develop these skills. Our Curriculum closely follows the aims of the National Curriculum to enable pupils to:

Read easily, fluently and with good understanding
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
Appreciate our rich and varied literary heritage
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

These aims are embedded across all our English lessons as well as the wider curriculum. We provide opportunities for pupils to develop a secure knowledge-base in English which follows a clear progression as they advance through the primary curriculum. Rigorous assessments, formative and summative, ensure we are able to provide targeted support

to enable every child to be successful in English.

We believe that a solid and secure foundation in literacy skills is crucial to a high quality education and will empower our pupils with the tools required to participate successfully as members of society.

The school’s overarching intent based in nurture and diversity, this is embedded into the curriculum to ensure that the curriculum is reflective of our school community and all teaching is delivered using a nurturing approach.

Implementation

At William Bellamy Primary School speaking and listening is developed from Early Years as teachers are resourceful in their planning of topics using their ECAT training and Talk Boost. P4C and helicopter stories are used to help to develop story telling. As pupils progress through the years, planning is careful to include as many opportunities as possible for discussions, debates, performances and presentations. Pupils practise speaking for a variety of purposes and audiences and are able to work independently or in small or larger groups.

In Reading, teachers aim to be reading role models in how they read and discuss books as well as reading for pleasure. In Early Years and KS1, pupils have Guided Reading each day affording small groups quality reading time with an adult twice a week whilst KS2 pupils have Whole Class reading and discussion sessions daily. Children in KS2 still reading at decoding levels will access Guided Reading sessions as in KS1 as do pupils new to English or with ILN. Pupils across the school partake in OTTER reading (Our Time to Enjoy Reading) at least three times a week. Pupils in KS1 partake in a reading incentive called Read to Succeed encouraging pupils to read daily whilst KS2 pupils participate in the Starbooks reading incentive. A variety of enjoyable activities are planned to further promote a love for reading such as Bedtime Stories, Reading Bug Clubs and workshops with parents, celebrating World Book Day, Buddy Reading between older and younger pupils and library sessions on our new library bus.

Phonics at William Bellamy Primary Schools is based on Twinkl and is taught daily with pupils assessed half termly and banded into phases. Throughout daily teachings, teachers are continuously making use of all opportunities for any incidental learning to consolidate any sounds or words already taught. Spellings are practised throughout the week, in school and at home in line with each year group’s curriculum.

When planning for writing, teachers are using high quality texts, many from Power of Reading to support their planning. Senior Leaders who attended the training are regularly on hand to support the lesson sequencing of units. Lesson sequences build progressively towards a sustained piece of independent writing or Hot Task. Assessment for learning is embedded in all English lessons and pupils are actively reviewing their learning with verbal feedback from teachers to ensure a continuous and individualised approach to improving their recorded learning.

There is an expectation that grammar will be modelled and used correctly by all teachers. To ensure progression in grammar skills across the years, teachers plan according to the SPAG objectives for their year. Handwriting is taught following Letter Join and is re-enforced during other lessons daily to promote a high level of pride and presentation across all written outcomes.

Teaching and learning in English is rigorously monitored throughout the year with Teaching and Learning Reviews, SLT monitoring planning and recorded learning and team-teaching with Senior teachers and informal drop-ins to support. Writing moderation across year groups is held termly.

The school has implemented a rich curriculum, which enables pupils to achieve by;

Ensuring there are clear learning outcomes for all subjects allowing for progression, challenge and reinforcement of key knowledge and skills.
Ensuring that English and Mathematical skills have application opportunities across the curriculum and that cross curricular links are authentic, deepen or extend learning and enrich understanding. Links are not made if they are superficial.
Ensuring that Rights Respecting articles have clear, relevant links.
Ensuring staffing has maximum impact on good progress and learning alongside a commitment to the vision and values of the school.
Inspiring pupils to want to learn more and to enjoy learning through the development of cultural capital, enrichment activities and creative outcomes that are relevant to the pupils we teach and engage them in the learning process.
Promoting effective learning habits including perseverance, teamwork, creativity, empathy and reflectiveness.

Impact

With the organisation of the English Curriculum, we are raising and producing a community of enthusiastic readers and writers who enjoy showcasing their developing literacy knowledge and skills. Pupils are confident to take risks in their reading and writing and love to discuss, debate and share their ideas. Outcomes in recorded learning in English as well as the wider curriculum evidence the high quality of work and the impact of varied and cross-curricular writing opportunities. These enable pupils to adapting their writing successfully considering the purpose.

Impact will be evidenced in the end of Key Stage achievements in line with National Benchmarks as well as in the pupils’ recorded learning.