INTENT

English provision at Langney is as a result of continuous reflection.We have staged change and innovation to ensure  we are all working in a unified direction. We provide the highest standard of teaching for our pupils and achieve this by providing our staff with high-quality, subject specific continuing professional development. 
 We want our pupils to be able to listen, speak and write fluently and accurately in order to communicate their thoughts and emotions. We want them to have a voice in school and in society. We want them to read fluently and confidently in order for them to develop emotionally, intellectually, culturally, socially and spiritually.  Reading enables them to build their knowledge and develop critical thinking skills. All of these skills are essential in helping our pupils to participate fully in society.


As spoken language underpins the development of reading and writing it is essential that our children hear and use a rich and varied diet of language. Opportunities for our children to internalise the language of books  by talking for writing  is paramount in their early  language development. 


Our pupils need to be competent in both dimensions of reading -word reading and comprehension. High quality phonics teaching and reading aloud are emphasised in the early teaching of reading to develop decoding and speedy word recognition.Our pupils are exposed to  a range of quality texts with rich and sophisticated vocabulary .Across both reading and writing we put particular  emphasis on vocabulary and word meaning. This connection between reading and writing allows the children opportunities to apply the sophisticated vocabulary they encounter in books to their own writing. Comprehension skills are explicitly taught through a systematic and consistent approach. In addition to this we want our children to develop a love of reading that will never leave them. Reading for pleasure cannot be left to chance and is a priority across the school. 


We have also specifically identified the need for our children to master the correct use of grammar when writing.As a result we have created a whole school model for writing lessons that integrate grammar and punctuation into daily writing. These scaffolded lessons generate work that is displayed on the working wall under each objective. The pupils then refer to the working wall and  their own  scaffolded writing when drafting, editing and improving their final piece. 

Our pupils are encouraged to take pride in the way their writing is presented.  In today’s technological world there will still be occasions when people need to spell and hand-write with care and accuracy. Our whole school approach to handwriting has really raised its profile with a handwriting hero award celebrating progress in our Funky Friday assemblies. Spelling is taught discreetly following a progressive scheme. 

Enrichment activities target talented pupils e.g. authors workshops with published authors, cross-curricular writing for events such as Remembrance Day. The scholars programme for 15 selected children in drama runs for a term at a local Secondary school and single days involving the primary hub schools take place for writing.

Our School's Context

We are an inclusive school with high aspirations for all our children. English is the medium for teaching everything and command of it is  essential if our children are to navigate the world of education and beyond. 

IMPLEMENTATION

Reading​ in EYFS

Phonics is taught in EYFS & KS1 through the whole class following the Letters and Sounds systematic  programme which covers reading and spelling across the six phases. The structure of each lesson is : revisit and review, teach, apply, assess.In class there are phonic flowers, a resource unique to Langney , to help children apply the correct grapheme when writing. Intervention phonic groups take place  in KS2 for those who have not reached the expected standard in Phonics.


Young children learn to decode and build up sight words  with adult support, progressing to more independent reading and developing a pleasure for reading and a preferred style or genre.
Reading comprehension lessons follow an agreed whole school approach. Reading texts and extracts are related to the writing units and wherever possible other cross-curricular links.

Reading in Year 1

Comprehension skills to be taught:

Retrieval 

Inference

Explain word meaning

Termly  progression for teaching & Learning:

Autumn terms: Fluency focus

Spring terms: Oral teaching of comprehension skills

Summer terms: Written teaching of comprehension skills; same as Year 2

Reading in Year 2

Comprehension skills to be taught & Termly progression for teaching & learning:

Retrieval 

Inference

Explain word meaning

Writing

Writing Composition is planned using the effective writing lesson  sequences that has been created for each text type being taught. This progressive document has been quality assured against the National Curriculum and provides a sequence of objectives (grammatical, language and punctuation based )that would be required to write a particular text type. Quality core texts are used as inspiration for writing. On average two text types are covered in one term. Teachers produce supportive resources including model texts and grammar/ vocabulary supports linked to the specific text type being taught. These scaffolded lessons generate work that is displayed on the working wall under each objective. The pupils then refer to the working wall and  their own  scaffolded writing when drafting, editing and improving their final piece.

Handwriting

Handwriting is taught through the letter families. Teachers model letter formation and joining on the Smartboard. They then circulate as the children  practise with live feedback on errors. This standard is then expected to be applied to all writing books.

Spelling

Spelling is taught using the Nelson Scheme for guidance and coverage. The spelling rule or pattern is taught explicitly at the start of the week. A list of words are then given as home learning.  In class children practise the rule/ pattern  through spelling games and handwriting. At the end of the week the pupils are tested.

How is English assessed?
Reading -When a child is answering comprehension questions the class teacher circulates picking up on misconceptions and reminding children of skills to employ. Answers to the different comprehension domains are self-marked with the classteacher sharing good examples using the visualiser. The judgements are then inputted onto OTrack, our whole school assessment tool. In addition to this, there are summative internal and external tests that take place in Ys 2 to 6.


Phonics is assessed formatively within each lesson and the National Phonic Screening Test  takes place in Y1 and then again in Y2 for pupils who do not meet the required threshold in Y1.
Writing -The class teacher circulates,  discussing work  and live marking during English lessons .Children respond using purple pen to correct and improve. The class teacher assesses every child’s work after each writing unit is complete. Evidence for assessment is found in writing composition and writing profile books as well as other cross-curricula writing. A Writing assessment checklist is used to record when an objective has been met and where it can be found. Internal and cross -hub moderation takes place to ensure assessments are secure and consistent.