The National Curriculum for English divides the work into these areas;
Our approach to reading
At Leverington Primary Academy, we highly value reading as a key life skill, therefore teaching a child to read with confidence is vital and we are dedicated to enabling our pupils to become lifelong readers. We believe reading is essential for academic success and therefore implement the following strategies. We also aim to promote reading for pleasure, and hope to instil this love of reading in all children through the culture of our school. Teachers read a variety of high-quality texts to the children on a regular basis.
Through the systematic teaching of phonics in Reception and Year 1, we aim for children to become fluent readers by the end of Key Stage 1. Children can then focus on developing fluency and comprehension throughout the school. Reading outcomes are assessed at the end of Key Stage 1 and 2, through statutory assessments, however we firmly believe that reading should be encouraged as something children choose to do for pleasure.
Our approach to writing
At Leverington Primary Academy, we incorporate the Talk for Writing model into the teaching of writing from Reception through to Year 6. Children are taught writing skills through studying a range of fiction and non-fiction texts, including the use of teacher-produced models for writing. In EYFS and Key Stage 1, children are encouraged to learn texts by heart, before innovating and then applying more independent changes to the model until they can write freely with confidence. This helps them to understand the key language and layout features of different text types. In Key Stage 1 and 2, picture books are also used as a visual stimulus to develop vocabulary choices and composition. By Upper Key Stage 2, children move away from the Talk for Writing model and engage in novel studies, as well as writing independently and freely at length.
Our writing is enhanced through using resources from The Literacy Shed, Pie Corbett’s Talk for Writing, Mrs Wordsmith, The Spelling Shed and Vocabulary Ninja.
Our approach to phonics teaching
We use the Storytime Phonics scheme, supported by Letters and Sounds, to deliver systematic phonics lesson through Reception and Year 1. All children in Reception and Year 1 have a daily 30-minute phonics session following the teaching sequence of revisit/review – teach – practice – apply. In Year 2, children access a balance of phonics and spelling, punctuation and grammar lessons based on their individual needs. Children are taught either as a whole class or in groups, based on regular assessments, so that learning and provision can be correctly matched to the children’s needs. Small phonics intervention groups and individual phonics teaching is delivered by teaching assistants, overseen by the class teachers, to provide additional teaching.
Sessions aim to be lively, fast-paced, fun and interactive. Children are taught phonemes/digraphs/trigraphs, high frequency words and/or tricky words and these are consolidated through reading and writing.
At the end of Year 1, children will take the national Phonic Screening Test which tests children’s phonic knowledge. They are required to read real and alien words, applying the skills they have learnt.