English

Intent

At Sandhills we recognise that reading and writing are essential skills that will enable children to access all areas of the curriculum. More than this they are skills that will help children to lead happy, healthy and fulfilling lives as they progress into adulthood.  

We aim to see children enjoy English lessons and recognise the importance of what they are learning. We want children to see reading and writing  as a way of helping them to communicate and express themselves in a variety of ways.  Through English lessons, children can take control of their own learning and present what they have learnt with confidence and passion. Through the texts that we use to teach English, we want to see children develop a wide ranging vocabulary that they can use to express themselves and communicate effectively with others.

We want to see children that love to read and write and see it as a fundamental part of their life and well-being.

Implementation

Reading is taught from the moment that children start school through the teaching of Read Write Inc Phonics and is then taught explicitly in Guided Reading lessons, which take place three times a week, and as part of a sequence of lessons in an English unit of work.  We have chosen a selection of Core Texts that we use for the teaching of the English Curriculum. They have been carefully selected so that the children get access to texts which reflect their lives as well as giving them experience of the full diversity of the society in which we live. As well as teaching reading, children explore the books through high quality and scaffolded book talk and discussions. Key vocabulary is also taught as a way for the children to explore the texts and deepen their understanding. Through our library, which the children access each week, we have developed our culture where everybody can develop and embed their love of reading.

The teaching of writing is structured so that children have time to embed the skills that they have learnt and build upon these as they progress through the school.  Children are given a clear purpose and audience for why and who they are writing for so that they can see how it fits into their world and lives and that they are inspired to do their best. By exploring the high quality texts that we use, the children are taught how to generate and develop their ideas so that they can produce their own work. Children plan and draft their own pieces of work. They have the opportunity to develop their ideas and the language that they use through editing their own work. Children are taught how to proofread for accuracy with spelling, punctuation and grammar. They are also taught to critically reflect on their own work, recognising their own successes and areas that they can improve their writing - just as authors do.  The final step of the writing process is for children to publish their writing so that their work is celebrated and it completes the cycle as the purpose and audience for the writing is achieved.

Children are taught to spell through a carefully structured sequence of lessons that builds on their prior knowledge.  Children are taught ways to practise their spellings which fits in with their own individual learning styles and preferences and are given regular opportunities to apply this learning.  Children have three spelling lessons each week which sit outside of the English lessons.

English in EYFS

In EYFS children are taught key communication and language skills through planned sessions that are linked to carefully chosen texts.  This is consolidated by planned opportunities for play that allow the children to apply the language and communication skills which they have been taught. Story time takes place at various points throughout the day and allows the children to hear and experience vocabulary through exciting and entertaining stories.

Opportunities to develop the skills for writing, including motor development, are planned for within provision and opportunities to mark make, at a variety of levels, are presented throughout the setting. Writing is regularly modelled by adults, during group times and also in ‘real life’ scenarios.