St Anne's Catholic Primary School

INTENT

When our children leave St. Anne’s Primary School we expect them to be avid readers, children who read fluently and widely and are able to express preferences and opinions about the texts that they read. We want them to read for pleasure, having had access to a wide range of text types, genres and authors in order for them to make informed opinions about their favourites. We want to produce children who write with confidence and accuracy for a variety of purposes and audiences whilst developing their own individual flair. We want our children to be able to write with grammatical accuracy and be able to apply spelling patterns correctly using a neat handwriting style. We aim to expose our children to a wide range of vocabulary so that they are able to decipher new words and then use them when speaking both informally and formally.

We also aim for our children to apply all of these English skills to all areas of the curriculum.  Click here for an overview of the English curriculum. 

Underpinned by ….

High expectations

Modelling

Fluency

Vocabulary

All children are expected to succeed and make progress from their starting points.

Teachers teach the skills needed to succeed in English, providing examples of good practice and having high expectations.

Children apply English skills with ease throughout the whole curriculum.

Children can link English skills to the way they are used in daily life.

Ambitious vocabulary is taught explicitly and is expected to be applied in everyday situations.

Writing

Love to Read / Individual reading

Class texts

IMPLEMENTATION

Writing is developed within the English curriculum expectations but also through other subjects such as topic, RE and science. A wide range of strategies and stimuli are used to enable pupils to develop their writing skills. These include: Talk for Writing methods; drama; specifically developed planning using high level texts that are closely linked to the topics the children are studying.  This supports them in having content to write about. Click here to see the texts our children study that are linked to their topics. 

The children are taught specific skills for planning their writing and being able to edit their own work.

Click here for more detail.

Each class uses a mixture of Love to Read sessions and individual reading to support each child. The children are encouraged to read from a range of genres.

Parents are provided with a glossary of grammar terminology to assist their understanding of SPaG. The use of specific terminology is encouraged so that the children become familiar with the terms.

Every class has a high quality text that is selected to link to the class topic each term. English work is then planned and delivered through the context of this text.

Click here to access it. 

Phonics

SPAG Spelling and grammar

Benchmarking

We teach phonics through the Read Write Inc. programme. The children are taught in mixed ability groups relative to their phase to ensure tailored teaching. The year 1 pupils are assessed using the National testing.  We have invested in RWInc 'Book Bag Books' for the children to take home which enable them to practise reading using the precise phonemes they have been taught in school. 

is taught in both dedicated lessons and through the English curriculum. It is assessed through SPaG online and termly SPaG tests produced by PiXL.

Staff benchmark children to assist in identifying the appropriate reading levels for each pupil. This is used in conjunction with a termly PiXL test to inform reading levels in summative assessments on OTrack.  We have invested in ‘Book Bag Books’, and our reading leader regularly checks that the children are taking a book home to read which is at exactly the same level as their phonic level.

Cross Curricular

Whole school events

Reading for Pleasure

Reading and writing is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects.

We celebrate, World Book Day and Book weeks during which the children are encouraged to work with a Book Buddy from a different year band for 15mins each day.

The children are encouraged to be part of the local library service challenges each summer, in which they are rewarded for the number of books they read. 

Our school library is open during playtime each Thursday, when the children can choose a book to take home for the week. 

The staff read the class text to the children, modelling the excitement and expression that story telling brings. We encourage our children to visit the local library and share recommendations to others. Our school library is open during school each week so children can choose a book that captures their interest and to help them develop an understanding of the type of text/author they enjoy simply for pleasure.

PUPIL VOICE

EVIDENCE IN KNOWLEDGE

EVIDENCE IN SKILLS

OUTCOMES

IMPACT

As part of the Year 6 roles there are always at least 2 Librarians who support the school librarian. Their roles are to assist classes to choose books for reading for pleasure and to create competitions etc to inspire the school to read.

Our children talk enthusiastically about reading and writing and understand the importance of this subject. They can also talk about books and authors that they have enjoyed and can make reading recommendations.

Pupils can make links between texts and the different themes and genres within them. They are encouraged to recognise the similarities and differences. Children understand the reading and writing process.

Children are taught reading and writing progressively and at a pace appropriate to each individual child. Teachers’ subject knowledge ensures that skills taught are matched to National Curriculum objectives considering the children’s next steps in order to achieve greater depth.

At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention to ensure progress is made.