English

We recognise that the ability to communicate is fundamental to learning. Our aim is to provide a high quality education in English through a broad and rich curriculum that will stimulate and support pupils to read, write and speak fluently.

Reading

 

We will enable . . .

  • Children to read with confidence, fluency and understanding
  • Children to read aloud and read silently for sustained periods of time
  • Children to orchestrate a full range of reading cues (phonic, graphic, syntactic and contextual) to monitor their reading and correct their own mistakes

 

We will provide . . .

  • A consistent approach to reading
  • Opportunities for children to widen their vocabulary
  • Opportunities for children to read to adults on a 1:1 basis and in guided groups

 

Reading Schemes

We use a variety of reading schemes, predominantly Oxford Reading Tree in EYFS, Key Stage 1 and Lower Key Stage 2. The children also read a wide range of fiction, non-fiction and poetry books from the school and class libraries.

Phonics

At Burpham Primary School we aim to prepare children for learning to read by developing their phonic knowledge and skills. We follow Letters and Sounds, a detailed and systematic programme for teaching phonic skills to children from Nursery with the aim of them becoming fluent by the end of Key Stage 1. For those children that need to consolidate their phonic knowledge and skills throughout Key Stage 2, it is taught to them based upon their individual needs. The phonics programme is broken down into six overlapping phases.

Phase

Phonic Knowledge & skills

Phase One (Nursery)

 

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two (Nursery/Reception)

 

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

Phase Three (Reception/Year 1)

 

The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four (Reception/Year 1/ Year 2)

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.

Phase Five

(Year 1/ Year 2)

Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.

Phase Six

(Year 1/ Year 2)

Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

 

As with any learning development, if a child displays higher phonic skills they will be moved through to the next phonic band; their learning will not be capped by their age / year group. The same as if a child is performing below the expected phase; they will be supported with extra groups and other interventions to bring their phonic development on.

At the end of Year 1 all children are expected to take part in a phonics screening check in which they will be asked to identify a list of 40 words, of which will be a mixture of real and pseudo words. Children are required to be able to accurately read 32+ of the words in order for them to pass the screening check. Those children that are unable to do so will be able to try again at the end of Key Stage 1 in the Year 2 Phonic screening check.

The results of the year 1 and year 2 phonic checks are published and reported to parents at the end of the year.

Spelling, Vocabulary, Grammar and Punctuation

We will enable . . .

  • Children to develop strategies for accurate spelling e.g. sounding out, dividing the word into syllables, using the look, cover, write, check strategy, using mnemonics, finding words within words, making links between the spelling of words and their spellings, making their own spelling strategies, using a dictionary
  • Children to work out and clarify the meanings of words
  • Children to express their ideas using Standard English
  • Teachers to take advantage of naturally occurring opportunities to enhance spelling, vocabulary, grammar and punctuation

We will encourage children to. . .

  • Use a range of spelling strategies
  • Spell high frequency words covered in class, correctly, with consistency
  • Take home spellings to learn as appropriate for each year group
  • Check their own work and correct key spelling errors

Handwriting

We will ensure . . .

  • All children are able to write letters using the correct sequence of movements i.e. a cursive style with a lead- in and out stroke
  • All children have a comfortable and effective pencil grip

 

We will enable . . .

  • All children to write in a cursive style that is consistent throughout the school

 

Writing

We aim for all children to be able to present their writing to a high standard which demonstrates an understanding of grammar, correct spelling, legible handwriting and where appropriate the use of technology. We aim to foster a desire in children to evaluate and improve their work and to develop independent strategies to allow them to do this, but also to recognise when, where and how to seek advice from others.

Writing is taught across curriculum areas, ensuring it is purposeful, interesting and engaging.