English Intent, Implementation and Impact Statement: Speaking and Listening, Reading and Writing
The following statements outline the intent and implementation of Speaking and Listening, Reading and Writing at Cheswick Green Primary School. These different aspects of English are intrinsically linked and therefore inform our statement on the impact of our English provision.
Speaking and Listening Intent:
Speaking and listening is central to the Cheswick Green Curriculum and is developed from EYFS and beyond. We want children to be able to express themselves with confidence as we believe that it is central to their learning. We nurture children’s speaking and listening skills through a variety of approaches. We develop these skills so that our children are capable of expressing their own ideas clearly and confidently, in a safe and supportive environment, in all aspects and areas of their school life. These skills are being encouraged in every area of our curriculum as good communication skills can enhance every type of learning. The children are encouraged to explore ideas through talk; challenge each other’s opinions and develop their own reasoned arguments, as well as talking in full sentences with a clear and confident voice.
Speaking and Listening Implementation:
All children are provided with a wealth of opportunities to develop their speaking and listening skills. Children are encouraged to articulate themselves in a range of contexts, in all aspects of the curriculum and as a prerequisite to developing reading and writing skills. Pupils have a range of planned oracy experiences including: drama; the use of talk partners; planned discussion activities; paired and collaborative work; problem solving in maths; presentation of learning; parent share events; circle time; school council and other pupil voice activities.
At Cheswick Green Primary, we actively encourage children to develop a love of reading and to be able to understand what they read.
Our aims at Cheswick Green Primary are to:
Provide a range of reading for pleasure opportunities so that children develop a love of reading.
Provide a rigorous and structured phonics programme to ensure that children can decode age appropriate books, with access to books that will support their early reading and beyond.
Develop the children’s oral and written comprehension skills, with skilled questioning and opportunities for discussion at the heart of this.
Expose children to rich and varied vocabulary though real and engaging texts.
Provide reading as models for the children’s own writing and make the link between reading and writing explicit to the children.
Support children in reaching year group expectations and put timely intervention in place where needed and as appropriate.
In the Foundation stage and KS1, there is significant emphasis on the systematic teaching of phonics through the Phases 1 to 6. This is then applied throughout the rest of the school to consolidate what has been learnt. Within daily phonic sessions, children have the opportunity to revisit previous learning, practise and apply new skills in structured but engaging ways. Children who are struggling to develop their phonic knowledge are identified and placed in early intervention groups for support. In addition, children who are identified as having the potential to reach ‘Exceeding’ or ‘Greater Depth’ levels are also placed into intervention groups to further develop their skills in both reading and writing.
Regular guided reading sessions in Foundation through to year 3, enables teachers to ensure that children are developing fluency with their reading so that they can have a more secure understanding of the text. Guided reading enables teachers to work closely with small groups to also develop their comprehension skills.
In our school, our reading curriculum links closely with our writing curriculum; we use a text-based approach that enables us to create opportunities for reading, discussion and writing within English and reading lessons. In this endeavour, we teach whole class immersed in reading sessions alongside guided reading. This is where we immerse the children in a class text, picture book or extract so that we can expose the children to rich and varied vocabulary and different language structures. These in turn become models for the children’s own writing. As the children move higher up the school, regular whole class immersed in reading sessions, replace guided reading. In these classes, children who are still struggling to decode age appropriate books, in addition to the whole class lessons are provided with timely intervention.
Throughout the school, we have a skills based approach to reading using VIPERS (Vocabulary, Inference, Prediction, Explain, Retrieve and Sequence/Summarise). These skills are taught explicitly to the children, and regularly referenced throughout our reading lessons.
At Cheswick Green we want children to be able to communicate their knowledge, and ideas confidently through their writing. We immerse the children in a rich, creative and carefully planned curriculum so that they are writing for real and engaging purposes. We teach children a cursive handwriting script as soon as they are ready. We encourage children to take pride in the presentation of their writing, and develop a neat, joined, handwriting style by the time they leave our school and move to secondary school. We teach children spelling and grammar both discretely and as part of our analysis of texts and provide opportunities for them to apply these skills to their own writing.
We believe that all good writers refine and edit their writing over time, so in an age appropriate way, we want children to be able to identify their own areas for improvement in pieces of writing, so that they can edit their work effectively during and after the writing process. We want children to understand and learn the craft of writing so that they plan produce and publish something of which they are proud.
In the Early Years, we think it is initially important for pupils acquire a wide vocabulary and a secure understanding of grammar and sentence structures verbally. We encourage the children to speak in full sentences and understand the meaning of words so that they are able to transfer these skills to writing as they progress through their education. We want them to be able to spell new words by effectively applying spelling patterns and rules and to be able to carefully and skilfully select the appropriate language structures and vocabulary to reflect the purpose and audience.
Throughout the school, our writing is linked strongly to our topic work and texts studied so that children are writing for real and engaging purposes. We break down the writing process to support pupils with crafting their writing and we use rich texts as models for their writing. Discrete spelling and grammar lessons take place in KS1 and KS2, but children are quickly asked to apply these skills to their writing and to the wider curriculum. Staff follow our Feedback policy, to provide pupils with live feedback as much as possible so that children are actively involved in drafting, editing and improving their writing.
The following outcomes are the result of our provision in English:
An inclusive curriculum which meets the needs of all learners;
Staff who are enthusiastic in their approach to teaching and learning in Reading and Writing;
A curriculum which equips pupils for the next phase of their education and beyond;
Confident children who can articulate themselves for a range of purposes and contexts;
Pupils who can decode texts confidently and fluently so that they can enjoy and understand what they are reading;
Pupils who are able to make links between reading and writing and write as readers, and read as writers;
Pupils who are excited by the craft of writing and confident in the process required to produce work of which they are proud;
Independent and resilient learners who recognise the links between reading and writing and how this can be applied to all areas of the curriculum;
A body of staff who are continuously evolving and improving to meet the needs of pupils as they move through the school;
A governing body who are clear about what the English teaching and learning provision looks like within the school.