English
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Subject leader Linked governor |
Adam Burt Mark Norton |
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Intent |
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Rationale |
At Lilliput we aim to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word in order to ensure that all pupils read fluently and with good understanding. We aim to develop their love of literature through widespread reading for enjoyment. We aim for children to acquire a wide vocabulary and to be able to write clearly and coherently with cursive handwriting and accurate spelling, grammar and punctuation.
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What do we expect pupil to know by certain points? |
The CLP reading and writing exemplification statements are used to ensure correct progression and accurate judgements of pupils’ work in KS1. We also use the national exemplification documents for KS1 and the EYFS profile: exemplification materials for the early learning goals, for reading and writing. This shows clear progression of what the children will encounter throughout each year group. Objectives covered in previous year groups are identified in grey font to show progression of skills. In each year group the 3 main ideas are taught and each progress appropriately into the KS2 curriculum. In addition, we use the CLP reading assessment statements and the CLP spelling word lists to support judgements throughout the year. |
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What is the clear sequence in which the children will encounter the curriculum? Is it logical? Does each year build on the last/prepare for the next (including Year 3?)
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Phonics - At Lilliput our teaching of phonics follows Letters and Sounds: Principles and Practice of High-Quality Phonics, as advised by the Government. High-frequency words (HFW)/Common exception words (CEW)/Tricky words – we have taken this from Government document Letters and Sounds and teach them in the sequence recommended. We are consistent across the school in a phonics first approach. Key curriculum driver – lowest 20% of children to access the phonic books that have been carefully tracked to ensure that children are only encountering sounds and CEWs previously taught.
Writing - We develop writing skills so that our pupils have the stamina and ability to write at the age expected standard. To support children in moving towards independent writing we provide a wide range of activities including use of film and imagery, modelled, shared and guided writing, peer editing and discussion. We us talk for writing to encourage pupils to express their idea, exchange ideas and to develop more sophisticated vocabulary. We provide opportunities for writing for purpose and we encourage pupils to see themselves as authors. We promote the status of written work by providing opportunities for children’s writing to be displayed and read by real audiences; on a once a month basis, writing star of the week is awarded to a child in each class whose work has reached or exceeded the expected standard. Handwriting is taught as a bespoke skill in Reception and Year one, with parents invited to attend lessons, and is incorporated into the English lessons in Year 2. We teach the pre-cursive style in Reception and Year one and encourage children to start to join their letters in Year two.
In addition to this we use the KS1 exemplification statements for Year two and the CLP exemplification statements for Year 1 to ensure that we follow a clear sequence in each year group, building on the work of the previous year and preparing children for what they will encounter next. We also follow the base knowledge expectations document that identifies the minimum standard we would expect each child to be working at if they were working at ARE from Reception to Year two.
Reading - we follow the progression in book band colours provided by a range of providers including oxford reading tree, Rigby Literacy and Usborne books. In addition, we have a carefully tracked phonic book scheme that ranges from lilac to orange and ensures that the children will not encounter any sounds or words that they have not previously been taught. This sequence is aimed at the lowest 20% attaining children. |
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Why have we chosen to teach this and not alternatives?
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Phonics - Letters and Sounds aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.
Writing – subject leader worked with a range of subject leaders within the partnership to devise a clear progression of skills, including spelling, punctuation and grammar, to ensure children encounter a logical sequence.
Reading – we decided to use a range of reading book providers to ensure that the children encounter a variety of styles. We encourage and celebrate reading for pleasure with synthetic phonics at its heart, well-loved characters, breadth and varied writing styles giving children everything they need to become confident readers. |
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How will we monitor that the teaching planned matches the content? |
The teaching of reading and phonics will be monitored regularly through the scrutiny of guided reading and individual reading folders. Planning scrutiny, learning walks and lesson observations will be used to monitor writing and spelling progression. We will be using the CLP exemplification statements alongside the basic knowledge expectations in writing to ensure correct progression and accurate judgements of pupils’ work. |
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Is there clear progression of skills considering prior learning (revisiting previously taught knowledge including linking with other subjects), which takes into account what will be taught in the next school |
All year groups spend time revisiting skills previously taught and subject leader meets with middle schools to identify the key skills required for children to be successful moving on. Key curriculum driver – most able children able to demonstrate successful writing skills in all subjects. |
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Have we carefully considered why work has been placed in specific year groups including Reception and at particular points in the year.
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Subject leader has spent time looking at progression of skills across KS1 and in EYFS to ensure each stage prepares the children effectively for the next stage. EYFS to introduce cursive handwriting earlier in preparation for KS1. |
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Implementation |
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The curriculum is ambitious and meets the needs of all pupils including disadvantaged and SEND. |
All children are carefully tracked and monitored with a specific focus on disadvantaged and SEND. Subject leader to check these children are receiving quality first teaching and additional support through work book scrutiny and learning walks. In addition any children in an intervention will have carefully checked intervention grids each half term to monitor the progress they are making. |
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Does teaching include key elements such as explanation, modelling, scaffold, practise?
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Planning for all English lessons follows a clear structure of explanation, modelling, scaffold and practise. This is followed up by assessment for learning opportunities and then further explanation, modelling and practise where required.
In phonics we follow a clear structure of revisit, teach, practise and apply/consolidate. We use phonics play planning as a guide and reduce this to introducing two sounds per year group where necessary.
All planning is monitored during by SL and shared at SLT. |
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Can you articulate why teachers are teaching your subject in a particular way?
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At Lilliput we strongly believe in the I do, we do, you do approach. The I Do, We Do, You Do model captures the essence of explicit teaching, with the gradual release of responsibility to your students.
The Model as a Whole The I Do WE Do YOU Do model helps us to understand the importance of explicitly teaching and supporting students before expecting them to complete a task on their own. It was popularised by educators such as Anita Archer, John Hollingsworth and John Fleming.
The model is largely sequential, moving from one step to the next. But, as you monitor students mastery, there may be times when you may decide to move back and forth between the steps.
In some cases, you may move through the I Do WE Do YOU Do phases within a single lesson. However, there will also be tasks that may span several lessons. |
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All our leaders across the school, including governors, regularly review and quality assure the subject is implemented sufficiently well. |
SLT regularly hold work book scrutiny together to quality assure the subject. Subject leader also meets termly with member of the governing body. |
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Impact |
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How do you know that the children have learnt the things that we expect them to learn? |
Reading – children complete a Salford test at the beginning and end of the year and each time they move up a book band they complete a miscue analysis. In Year 2 we use STAR assessments to triangulate with teacher judgements and book bands.
Writing – half termly book looks cover composition, spelling, punctuation and grammar in order to assess children are on track. Teachers also use a ‘Once A Month’ assessment book and use the exemplification statements to support their judgements.
Phonics – robust phonic assessments backed up by half termly phonic screeners in Year one and in Year 2 for any children who did not pass the screener ibn Year 1. |
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What do we do if the children haven’t learnt them? |
Any child that is identified as not on track will immediately access interventions in order to close the gap.
Handwriting – speed up
Spelling, punctuation and grammar – nessy phonics, individual target cards to work on SPaG gaps with class teacher and TA.
Reading – ELLS, WRaP, Dorset reading partners, school readers, daily readers with classroom TA.
Phonics – Wrap, Nessy |
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Are there regular opportunities for retrieval practise? |
All English and Phonic planning provides opportunities for retrieval practise. All lessons should start with revisiting previously taught skills. See long term planning for overview of progression of skills. Evidence of opportunities for retrieval practise will be expected in work scrutiny and learning walks/lesson observations. |
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How can we see that children’s fluency and mastery is incrementally improving? If we can see/evidence this we can demonstrate IMPACT |
Reading records, miscue analysis and phonic assessments will provide evidence of increasing fluency and mastery in reading. Work scrutiny and lesson observations will be used to show evidence of mastery in children’s writing alongside evidence of cross curricular writing opportunities. Internal and external moderation of writing books will also identify where mastery is incrementally improving through the year and ensure accurate teacher judgement of work. Teacher assessment will be tracked by SL at regular intervals throughout the year to ensure mastery is improving.
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CPD |
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How do you identify the CPD needs of staff? What are this year’s priorities? How do you identify your own SL needs? Where do you get inspiration/advice? |
Staff questionnaires used initially to identify staff needs. Lesson observations and work scrutiny will then highlight any additional areas of need and SL to signpost to relevant CPD courses. I work closely with the other English leads within CLP to keep abreast of any changes that impact directly on my own subject and attend CPD courses to ensure my own knowledge remains current. I also spend time with our school improvement partners, Kate Masters and Michele Rendall, to ensure I am aware of the latest information regarding English and to help me identify my own needs. They are also a great source of inspiration an advice as are the SLT at Lilliput. |