English is studied throughout the school, following the National Curriculum.
We believe we are preparing children to study English to a high standard, including University. Learning English well allows children to realise career goals in professions which rely on reading and writing (e.g. journalists, lawyers, writers etc.) as well as using English in a range of other careers.
We want children to read confidently (which will ‘open doors’ to accessing a wide range of subjects throughout their schooling) and develop a love of reading (which will ‘enrich their lives’). Children write at an increasingly high standard, deploying a range of writing techniques across various genres and spelling well. Synthetic phonics is used in Early Years and Key Stage 1 (with further intervention in Key Stage 2 if required) alongside wider language comprehension skills, which are further built upon in Key Stage 2. Reading for pleasure is encouraged and the Accelerated Reader programme in Key Stage 2 ensures that children are challenged and resilient in reading increasingly complex texts.
Topics are organised around the school’s reading spine, which allows children to study a range of literature, inspiring them to write creatively around a theme. Children are also explicitly taught the grammar, punctuation and spelling skills required to write effectively. Lessons engage the children and scaffolding is provided to make lessons accessible for all.
The curriculum is enriched by annual author visits, a whole-school English creativity week, a reading buddy scheme and additional visits such as trips to Seven Stories (in Reception). Subject coordinators evaluate if children are working at the required standard through work scrutinies, listening to children read, lesson observations and evaluation of school data compared to national expectations. As a school, we use the No More Marking comparative assessment system to compare writing with children around the country and have a trained County moderator in Early Years assessment.
Termly assessments of reading and writing are used to identify children who are making slower rates of progress, and interventions are focussed around skills needed to accelerate progress. In order that children are prepared for the next step in their education, in recent years, the subject coordinators have embedded the Accelerated Reader programme, used Stories for Writing as an approach and made improvements to the spelling scheme.
A Reading Spine of Quality Texts
We want all children at our school to develop a love for reading because once they have achieved that, we believe they can go on to achieve anything! At Tanfield Lea Community Primary School, we encourage reading through:
A reading spine of quality texts read throughout their time in Primary School ranges from picture books to longer, more challenging novels. These texts may be read to the children, read together, or read independently. The books will often be a stimulus for writing, discussions or just read for pleasure. Copies of the Early Years and Key Stage 1 and Key Stage 2 Reading Spines can be found here:
Subject Area Progression Map
We will be adding this information shortly.
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