Intent, Implementation and Impact Statement for English
We ensure that our English teaching and learning provides many purposeful opportunities for reading, writing and discussion. We use a wide variety of experiences, quality texts and resources to motivate and inspire our children. All pupils receive a daily English lesson.
Teachers also ensure that cross curricular links with concurrent topic work are woven into the programme of study.
Teachers create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.
• Promotion of reading through teachers reading out loud daily to their class.
• Pupils in EYFS and KS1 to have daily phonics sessions, following RWI.
• Age appropriate spellings sent home weekly for pupils to practise their words and to write a sentence containing each word at home.
• Daily VIPERS sessions in KS2.
• Pupils are being adventurous with vocabulary choices through teaching tier 2 words
• Pupils to acquire strategies to enable them to become independent learners in English (spelling rules and patterns and how to tackle unfamiliar words when reading).
• Pupils to discuss and to present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates.
• Vocabulary promoted through Vocabulary garden displays in class, all curriculum areas, enhancing and encouraging a wider use of vocabulary.
• Vocabulary mats to be used where needed and thesauruses and dictionaries which are easily accessible for pupils to use.
- Handwriting sessions are regularly incorporated into the English lessons as well as a discrete lesson.
• Teaching a range of genres across the school (progressing in difficulty) both in English and other curriculum areas; resulting in pupils being exposed to, and knowledgeable about, literary styles, authors and genres.
• Displays of writing, in class, shared areas and on Class Dojo, giving a purpose and audience, to encourage pride in work and to show that work is valued
• Reading and writing events (throughout the year) to encourage and promote enjoyment and opportunities to develop lifelong learning
The impact and measure of this is to ensure children not only acquire the appropriate age-related knowledge, but also skills which equip them to progress from their starting points, and within their everyday lives.
Long term pupils will:
• be confident in the art of speaking and listening and to be able to use discussion to communicate and further their learning
• be able to read fluently both for pleasure and to further their learning.
• enjoy writing across a range of genres
• Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded
• have a wide vocabulary and be adventurous with vocabulary choices within their writing
• have a good knowledge of how to adapt their writing based on the context and audience
• leave Hexham First School being able to effectively apply spelling rules and patterns they have been taught
• make good and better progress from their starting points to achieve their full potential Pupils of all abilities will succeed in all English lessons because work will be appropriately scaffolded with quality first teaching and experienced teaching assistants.
Assessment and Monitoring in English:
The impact of our English curriculum is measured through the monitoring cycle in school:
• Lesson observations, book monitoring and learning walks
• Skills progressing (SPaG)
• Gathering pupil voice – to check understanding, understanding of key skills and knowledge, progression, confidence in discussing English
• Moderating pupils work in school to ensure accurate assessments are made
• Tracking pupils’ progress each half term in RWI. This informs groupings and any intervention needed
• Pupil progress meetings with the SENCO ensure different groups (including EAL, PP and SEND) and individual progress is monitored, and interventions organised to support good and better progress
• Parents and carers will understand how they can support reading and spelling at home, and contribute regularly to homework.
• Importantly, monitoring is also used to identify gaps in the curriculum that may need to be addressed across the school, or within individual year groups. Monitoring is an ongoing cycle, which is used productively to provide the best possible English curriculum for our children and to ensure it is inclusive to all.
Role of the English Lead:
• Monitor the standards in the subject to ensure that outcomes are at expected levels
• Provide ongoing support to colleagues
• Collate appropriate evidence over time – this should show that pupils’ skills and understanding develop over time
- Regularly audit the needs of staff and organise training to address this
- Carry out half termly RWI assessments
• Highlight / Celebrate successes