English

English

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

As a Christian school all we do is based on our faith and the values we hold.

English Curriculum Intent

At St Oswald's we believe that English underpins and supports children’s access to the whole curriculum. It is therefore fundamental to the overall development of children. We aim to develop skills of literacy across all elements of Reading, Writing, Speaking and Listening and provide opportunities for these skills to be practised, reinforced and consolidated across a broad and balanced curriculum which begins in our Early Years and Foundation Stage. The Key Skills of Reading, Writing, Speaking and Listening are outlined in the National Curriculum (2014) and also the Early Years Foundation Stage Statutory Framework (2025). The new National Curriculum states that:

“A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.” Primary National Curriculum 2014

English in EYFS

At our school, English is at the heart of learning in the Early Years Foundation Stage (EYFS). We provide a language-rich environment where children develop the communication, language and literacy skills that form the foundation for future learning.

In line with the Early Years Foundation Stage Statutory Framework, we support children to develop strong speaking and listening skills through meaningful conversations, storytelling, role play, singing, rhymes and shared experiences. Adults model rich vocabulary and encourage children to express their ideas, thoughts and feelings with confidence.

Reading is promoted through daily story sessions, shared reading opportunities and carefully planned activities that foster a love of books. Children begin to develop their phonological awareness and early reading skills through Read, Write, Inc a systematic phonics programme, enabling them to recognise sounds, blend words and begin to read and write independently.

Writing opportunities are woven throughout both adult-led and child-initiated learning. Children are encouraged to develop their fine motor skills, mark-making and early writing through purposeful activities linked to their interests. As their confidence grows, they begin to write letters, words and simple sentences to communicate meaning.

Our EYFS curriculum supports the development of the Communication and Language and Literacy areas of learning, ensuring that every child is given the opportunity to become a confident communicator, enthusiastic reader and successful writer. Through high-quality interactions, engaging experiences and a nurturing environment, we help children build the essential English skills they need for lifelong learning.

Our curriculum is progressive; the curriculum maps and EYFS overviews can be downloaded below.

Curriculum Implementation

In the Early Years Foundation Stage (EYFS), our English curriculum is delivered through a carefully planned blend of adult-led teaching and child-initiated learning, in line with the Early Years Foundation Stage Statutory Framework. We place strong emphasis on developing the foundations of communication, language and literacy through purposeful, engaging and play-based experiences. We use Drawing club which is a story based approach as a hook alongside Read Write Inc.

Communication and Language

Communication and language development is at the heart of our EYFS provision. Children are immersed in a language-rich environment where adults model high-quality vocabulary and sentence structures throughout the day. Through storytelling, singing, role play, shared experiences and continuous provision, children are encouraged to listen attentively, understand spoken language and express their own ideas clearly and confidently.

Early Reading and Phonics

We begin RWI systematic phonics teaching early in EYFS, using a structured programme that supports children to develop secure knowledge of sounds and letters. Daily phonics sessions are interactive and engaging, ensuring children are given regular opportunities to hear, identify and apply phonemes in their speaking, reading and writing. Children access a wide range of high-quality texts and are encouraged to develop a love of reading through daily story time and book talk.

Writing Development

Writing is developed through a strong focus on physical development, mark-making and early transcription skills. Children are provided with meaningful opportunities to write in all areas of provision, both indoors and outdoors. Adults model writing for different purposes, encouraging children to see themselves as writers. As children progress, they are supported to form recognisable letters, spell simple words using phonics knowledge, and write short phrases and sentences.

Continuous Provision and Enhanced Opportunities

English skills are embedded across all areas of continuous provision. Role play areas, writing stations, outdoor learning spaces and creative activities are carefully planned to promote speaking, listening, reading and writing. Children are encouraged to apply their skills independently and in collaboration with others.

Inclusion and Support

We ensure that all children are supported to make progress from their starting points. Adults use ongoing assessment and observation to identify next steps and provide targeted support where needed. This ensures that every child develops the communication, language and literacy skills required for a successful transition into Key Stage 1.

Through high-quality interactions, structured teaching and rich learning environments, our EYFS English curriculum ensures children build strong foundations as confident communicators, early readers and emerging writers.

From Year 1 to Year 6, our English curriculum is derived around a sequence of high quality age-appropriate texts. We use each book to create opportunities to develop reading fluency and comprehension with a focus on key reading strategies and skills; develop grammar and punctuation knowledge and understanding to use and apply across the wider curriculum; explore the writing structure and features of different genres, identify the purpose and audience; plan and write an initial piece of writing with a clear context and purpose before evaluating the effectiveness of writing by editing and redrafting. 

The English curriculum at St Oswald’s Church of England Primary School is distinctive and highly imaginative and has a clear and coherent rationale that underpins it successfully securing the active interest and enthusiasm of all groups of pupils. It provides constant opportunities for discovery and challenge and for pupils to take greater responsibility for their learning. English is mapped for the year linked to class topics when appropriate. Whole School Initiatives are planned on the English Medium and Long Term plan.

We are an inclusive school; we set high expectations and recognise the importance of accurate and regular assessment in order to support individuals at every part of their learning journey and in whatever circumstances. We plan teaching opportunities to help those for whom English is an additional language and those with disabilities outlined in the SEND Code of Practice.

The National Curriculum states that pupils should be taught to read fluently, understand extended prose and be encouraged to read for pleasure. Reading is singled out as of extreme importance since through it ‘pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually.’ (p13 NC) Reading allows pupils to ‘acquire knowledge’ and to ‘build on what they already know.’ (p13 NC)

Schools are expected to have library facilities and support and encourage reading at home. The 2014 Curriculum divides reading skills into two dimensions:

• Word reading/ decoding.
• Comprehension.

At St. Oswald’s Church of England Primary, we recognise that both these elements are essential to success and we support the acquisition of both sets of skills through various methods. We recognise that these areas are clearly linked to the other aspects of English learning: speaking and listening, writing, grammar and vocabulary. We also understand that reading is a developmental process and part of life-long learning and we encourage and praise children at every stage of it.

Phonics

At St. Oswald’s Church of England Primary, we recognise that both these elements are essential to success and we support the acquisition of both sets of skills through various methods. We recognise that these areas are clearly linked to the other aspects of English learning: speaking and listening, writing, grammar and vocabulary. We also understand that reading is a developmental process and part of life-long learning and we encourage and praise children at every stage of it.

Phonics

At St Oswald's, we use the Read Write Inc (RWI) programme to get children off to a flying start with their literacy beginning in our EYFS stage. RWI is a method of learning centred round letter sounds and phonics, and we use it to aid children in
their reading and writing. Reading opens the door to learning. Learning to read is indirectly linked to spirituality as it gives young learners a tool to express their innner thoughts and feelings. The reading process empowers children to contribute to their holistic identity, of which spirituality is part of. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who reads challenging material is a child who will learn. The more a child learns, the more he or she will want to find out. Using RWI, the children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so that they can put all their energy into composing what they
write.

When using RWI to read the children will:
* learn 44 sounds and the corresponding letter/letter groups using simple
picture prompts
* learn to read words using Fred Talk
* learn to write the letters/letter groups which represent 44 sounds.
* learn to write words by saying the sounds in Fred Talk
* write simple sentences

Provision for children in Nursery

Laying strong foundations to ensure children are ready to start Read, Write Inc is a priority from September in Nursery until February when many children will be ready to access the Read Write Inc. programme Stage 1. In the Summer term, we begin using the picture cards to create an awareness to ensure they are ready to begin Reception phonics. The Nursery children develop a 'listening ear,' we feel that it is very important that they are able to identify sounds, discover what makes sounds and differentiate between these sounds before embarking on the Read, Write, Inc. journey. We also encourage and support them to read and write their own name from this initial sounds exposure.

Read, Write, Inc - Reception and Year 1

Children take part in daily Read, Write Inc sessions. Children are grouped so that their needs can be catered for. 

Year 2 -  Phonics and Spelling

By the end of Year 1 the Read, Write, Inc programme will generally have been completed and so the majority Year 2 will move onto Spelling Shed The scheme focuses on spelling rules and patterns and meets the requirements of the KS1 curriculum for spelling. Any children not at the standard to do this will receive intervention tailored to their requirements.

Reading

In the Early Years Foundation Stage (EYFS), reading is a key priority and is carefully developed in line with the Early Years Foundation Stage Statutory Framework. We aim to foster a lifelong love of reading by immersing children in high-quality texts, rich language experiences and a structured approach to early reading and phonics.

Alongside phonics, we place great importance on promoting a love of reading. Children experience a wide range of high-quality stories, rhymes and non-fiction texts throughout the day. Daily story time sessions provide opportunities for children to listen, enjoy and talk about books, developing vocabulary and comprehension skills.

Books are carefully selected to reflect children's interests and to broaden their understanding of the world. Children are encouraged to retell stories, discuss characters and predict what might happen next, supporting their developing understanding of language and narrative.

Reading is embedded throughout our EYFS provision. Children access books independently in reading areas, engage with labels and print in the environment, and begin to recognise familiar words and sounds in meaningful contexts. Opportunities to read are available both indoors and outdoors, ensuring reading is part of everyday play and learning.

We value the important role parents and carers play in supporting early reading. Children take home reading books matched to their phonics stage, along with guidance for adults to support reading at home. We encourage regular reading at home to help children build fluency, confidence and enjoyment.

We ensure that all children, including those who need additional support, are able to succeed in reading. Early identification and targeted intervention help children to keep up and make strong progress through the Read Write Inc. programme.

Through a combination of high-quality phonics teaching, rich language experiences and a strong reading culture, we ensure that every child in EYFS develops the skills and enthusiasm needed to become a confident, fluent and joyful reader.

KS1 and KS2

The national curriculum for English aims to ensure that all pupils:

• read easily, fluently and with good understanding
• develop the habit of reading widely and often for both pleasure and information
• acquire a wide vocabulary, an understanding of linguistic conventions” Primary National Curriculum 2014

Reading in Key Stage 1

In Key Stage 1, reading is taught through a balanced approach that develops both decoding skills and comprehension understanding, building on the strong foundations established in EYFS. We aim to ensure all children become confident, fluent readers who understand and enjoy a wide range of texts.

Each class shares high-quality texts that are carefully chosen to engage, challenge and inspire children. These texts are read aloud by the teacher, explored together, and used as a stimulus for discussion, vocabulary development and writing opportunities. This approach helps children experience rich language and develop a deeper understanding of story structure, characters and themes.

Teachers also promote a strong culture of reading for pleasure, ensuring children are exposed to a wide range of fiction, non-fiction and poetry. Regular story time and class reading sessions help to develop enjoyment, curiosity and enthusiasm for books.

Alongside shared class texts, children are taught explicit comprehension skills using a combination of structured resources and targeted questioning. We use the VIPERS framework (Vocabulary, Inference, Prediction, Explanation, Retrieval and Sequence/Summarise) to support the teaching of key reading skills. This ensures children are systematically taught how to understand and respond to texts at a deeper level.

Children are taught to:

• Understand new vocabulary in context
• Make inferences about characters and events
• Predict what might happen next
• Explain their ideas using evidence from the text
• Retrieve key information accurately
• Sequence and summarise events in stories

We also use the “Are You Really Reading?” approach to help children develop active reading habits. This encourages children to think carefully about what they are reading, check their understanding as they go, and engage critically with the text. It supports independence and ensures children are not just decoding words, but truly understanding meaning. This is first introduced in our EYFS stage via sequencing and ordering.

In addition to whole-class reading of texts, children take part in discrete reading comprehension sessions weekly. These sessions provide structured opportunities to practise and apply VIPERS skills using a variety of carefully selected texts. Teachers model strategies and guide children in developing confidence and independence in answering comprehension questions.

Reading is carefully planned to ensure progression for all learners. Teachers use ongoing assessment to identify gaps in understanding and provide targeted support where needed. This ensures that all children, including those who require additional support, are able to make strong progress.

Through a combination of rich class texts, explicit comprehension teaching and engaging reading strategies, we ensure that children in Key Stage 1 develop both a love of reading and the skills needed to understand texts confidently and independently.

In Years 3, 4, 5 and 6, the children are using the Accelerated Reader programme which is designed to engage children with texts and tests their comprehension and understanding via online quizzes.

See attached recommended reading lists for each year group to support quality text choice. Visit https://www.booksfortopics.com/home for more reading inspiration. 

Reading Expectations at Home

GPS

The national curriculum aims to ensure that grammar should be taught explicitly: pupils should be taught the terminology and concepts set out in English Appendix 2, and be able to apply them correctly to examples of real language, such as their own writing or books that they have read. At this stage, pupils should start to learn about some of the differences between Standard English and non-Standard English and begin to apply what they have learnt [for example, in writing dialogue for characters].

Each year group teaches both GPS through discrete lessons and through the use of high-quality texts. Mini quizzes are undertaken to gain formative assessment and inform future planning. In KS2, weekly spelling assessments using dictated sentences also provide formative assessment.

Spelling

Each year group works with the spellings specified in the National Curriculum statutory appendices. These spelling patterns and rules are taught in school and practised further at home. We use a consistent approach to the teaching of spelling. Each class from Year 1- 6 uses a developed Spelling programme to support-Read Write Inc (EYFS- Year 2) Spelling Shed (Year 2- Year 6), alongside each year groups spelling lists. Children have access to dictionaries, word banks and working walls to assist them with spelling in independent work. Spellings are taught and sent home to learn weekly as part of homework.

Writing

The national curriculum for English aims to ensure that all pupils:

• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

Writing is taught using text-based units using a clear reading to writing processes incorporating the teaching of grammar in context. A range of exciting stimuli are used to engage and encourage children to become competent writers across the curriculum. Through shared, modelled and guided writing the children develop the skills to become independent and confident writing for a range of audiences and purposes. Extended writing activities, giving children the opportunity to write independently, are planned weekly and the children have the opportunity to discuss their writing at home prior to the task during set 'Talk Homework'.

Spoken Language

Spoken language is a fundamental part of learning and begins in the Early Years Foundation Stage (EYFS) and underpins children's development across all areas of the curriculum. In line with the Early Years Foundation Stage Statutory Framework, we place a strong emphasis on developing children's communication and language skills through high-quality interactions, meaningful conversations and rich learning experiences.

We create a language-rich environment where children are encouraged to listen attentively, express their ideas, ask questions and engage confidently with others. Through stories, rhymes, songs, role play and collaborative activities, children develop their vocabulary, understanding and ability to communicate effectively.

Adults play a vital role in modelling language, introducing new vocabulary and extending children's thinking through skilful questioning and discussion. Children are given regular opportunities to share their experiences, explain their ideas and participate in conversations with both adults and their peers.

We recognise that strong communication and language skills are the foundation for success in reading, writing and learning across the curriculum. By nurturing children's confidence as speakers and listeners, we help them develop the skills needed to become effective communicators and enthusiastic learners.

Our EYFS curriculum supports children to make excellent progress in the Communication and Language area of learning, ensuring they are well prepared for the next stage of their education.`

According to the National Curriculum 2014, pupils should be taught to:

• listen and respond appropriately to adults and their peers
• ask relevant questions to extend their understanding and knowledge
• use relevant strategies to build their vocabulary
• articulate and justify answers, arguments and opinions
• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
• maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
• use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
• speak audibly and fluently with an increasing command of Standard English
• participate in discussions, presentations, performances, role play, improvisations and debates
• gain, maintain and monitor the interest of the listener(s)
• consider and evaluate different viewpoints, attending to and building on the contributions of others
• select and use appropriate registers for effective communication.

Standard English is modelled by all staff at all times and children are taught the importance of informal and formal language and the use of the appropriate register in different situations. Vocabulary is constantly developed and explored with children and they are encouraged to experiment with different words for different effects in spoken and written language, Through reading, the children develop language and are encouraged to use new vocabulary correctly in contexts.

Throughout the year, children are given a wide range of opportunities to develop spoken language in presentation form for audiences whether in class presenting work; reading from the Bible in church or performing in a production or class assembly.

Handwriting

In the Early Years Foundation Stage (EYFS), we recognise that handwriting development begins long before children are ready to form letters. In line with the Early Years Foundation Stage Statutory Framework, we provide a wide range of opportunities to develop the physical skills, coordination and control needed for successful writing.

Through carefully planned activities, children strengthen their gross and fine motor skills by climbing, balancing, manipulating objects, using tools and engaging in activities such as threading, cutting, drawing and painting. These experiences help to develop the core strength, hand-eye coordination and pencil control required for handwriting.

Children are encouraged to explore mark-making in a variety of meaningful contexts both indoors and outdoors. As they progress, they learn how to hold a pencil comfortably and develop correct letter formation through explicit teaching and modelling. Handwriting practice is closely linked to our phonics programme, enabling children to apply their growing knowledge of letters and sounds when writing.

Adults provide regular opportunities for children to develop confidence and enjoyment in writing, celebrating all stages of progress from early marks and patterns to recognisable letters, words and sentences. By the end of EYFS, children are supported to form many letters correctly and write with increasing control, fluency and independence.

Our approach ensures that children develop the physical foundations, confidence and positive attitudes needed to become successful writers as they move into Key Stage 1.

A joined cursive handwriting style is used consistently from Year 3 however the teaching of the joins begins in Year 2. By the end of Year 2 most children are using a joined, cursive handwriting style which continues to be taught in lower Key Stage 2 daily linked with spelling. We use Read Write Inc videos and activities to support handwriting in Reception and KS1.

British Values in English

 At St Oswald's, our values are at the heart of all we do.  Within our English teaching in the school, we strive to provide opportunities for pupils to develop their own core values whilst instilling the Fundamental British Values in many opportunities within units of work. Here are some examples of how we consolidate our pupils' understanding of British Values hand in hand with our own English curriculum:

• Democracy: 
  Pupils will learn about democracy through the choice of appropriate texts and also spoken language opportunities through sharing their own views in a class setting or sharing this to the whole school.
• Individual Liberty:
  Pupils will develop their individual liberty through freedom and choice of the content, audience and purpose of their writing (including developing and justifying own opinions). 
• Tolerance and Mutual Respect:
  Pupils will learn about mutual respect through exploring character's relationships, friendships and behaviours. Children will be provided with the opportunity to discuss, debate and justify their own views and opinions, which in turn will develop empathy for others. Children will read and write about others' personal experiences through autobiography work, non-fiction texts and narrative work.
• Rule of Law
  Texts are chosen to provide our pupils with a chance to explore the rule of the law in an age-appropriate manner.

Curriculum Impact

Through the thorough planning and monitoring of pupil progress all pupils should make at least good or better progress in Reading, Writing and GPS and achieve good outcomes by the end of each phase.

Pupils will see English (EYFS Early Learning Goals of Communication and Language and Literacy) as being relevant to everyday life as well as being something that they will need as they move on through their school life and ultimately to the world of employment. The children will develop their ability to apply their writing skills to all subjects and use their reading skills to access a range of texts across a plethora of genres.

The English curriculum (made up of reading, writing, GPS, and spoken language) ensures that pupils learn essential vocabulary and skills, which will enable them to discuss, question and debate concepts and problems. This will prepare them with the basic English skills needed for the KS3 curriculum.

We strive to ensure that our children's attainment is in line or exceeds their potential when we consider the varied starting points of all our children. We measure this using a range of materials, whilst always considering the age-related expectations for each year group. Children will make at least good progress in Reading, Writing and Speaking and Listening from their last point of statutory assessment of from their starting point in Nursery. We intend the impact of our English curriculum will ensure our pupils are academically prepared for life beyond primary school and throughout their educational journey.

Assessment

Assessment in EYFS is continuous and based on high-quality interactions between adults and children. Practitioners observe children during both adult-led activities and child-initiated play, capturing key moments of learning that demonstrate their understanding, skills and next steps.

In Communication and Language, we assess children’s ability to:

• Listen and respond appropriately in different situations
• Understand and follow instructions
• Use a growing vocabulary to express ideas clearly
• Engage in conversations with adults and peers
• Retell stories and share experiences in sequence

In Literacy, we assess children’s development in:

• Early reading skills, including phonological awareness and phonics knowledge
• Recognition of letters and sounds
• Blending and segmenting words
• Early writing skills, including mark-making and letter formation
• Writing simple words, phrases and sentences using phonics knowledge

Assessment is largely based on day-to-day observations and professional judgement. Adults use purposeful interactions to extend learning, ask questions and assess understanding in real time. These observations help identify what children know and can do, as well as what they need to learn next.

Evidence is gathered through a variety of sources, including:

• Observations during play and adult-led activities
• Photographs and learning notes
• Examples of children’s writing and phonics work
• Conversations with children

We use regular phonics assessments linked to our systematic phonics programme to track children’s progress in early reading. These assessments help ensure that children are grouped appropriately and receive timely support or challenge to secure strong progress in reading and writing.

Assessment information is used to plan meaningful next steps for each child. Teachers and practitioners adapt activities, provide targeted support and enhance provision to meet individual needs and ensure that all children continue to make progress from their starting points.

At the end of the EYFS, practitioners make a judgement against the Early Learning Goals (ELGs) for Communication and Language and Literacy. These outcomes, alongside ongoing assessment information, support transition into Year 1 and ensure continuity in learning.

We work closely with parents and carers, sharing regular updates on children’s progress and celebrating their achievements. This partnership ensures that families are fully involved in supporting their child’s early development in communication, language and literacy.

Through careful observation, skilled interactions and informed planning, we ensure that every child in EYFS is supported to become a confident communicator, early reader and emerging writer.

KS1 and KS2 Formal Assessments

The assessment of reading, writing and GPS (grammar, spelling and punctuation) is ongoing. Teachers will ascertain the children's understanding during and at the end of each lesson, misconceptions will then be tackled and rectified, ensuring that no child is left behind. Regular revision through plenaries and starters reinforce learning too. Every two weeks, the children complete a grammar assessment (Spag Spotter) in which teachers complete a diagnostic to inform future planning. 

The children complete end of half term tests in GPS and termly assessments using NTS for reading. At the end of the school year, Writing is also assessed using KLIPS each half term with children building up a portfolio of their writing throughout the year. This assessment data is used to inform further planning  and to ensure all pupils are on track to meet end of key stage expectations.

Assessing Writing

All key stage 1 and 2 staff use MADCOS writing assessment grids. The key learning grids for each year groups are used to ensure complete coverage of the English Curriculum. They are used to provide detailed assessment information for the teacher to use to inform their future planning of next steps. 

Each term, teachers assess the children's writing against the writing assessment grids. Pieces include a range of fiction and non-fiction. Writing assessments are moderated every half term in school and twice a year with schools in our local area. A grammar and reading assessment is completed each term. NTS assessments are used termly. Year 2 and Year 6 use past SATS papers termly. Data is tracked and analysed every term and informs future planning and target setting.    

Intervention and support

We use ongoing assessment and daily observations to identify children who may benefit from additional support. Practitioners closely monitor progress in areas such as listening, vocabulary development, phonics, early reading and writing. This enables us to respond quickly and provide timely intervention when needed.

Intervention in Communication and Language focuses on developing children’s confidence and ability to understand and use spoken language effectively. Support may include:

• Small group language sessions to develop vocabulary and sentence structure
• One-to-one interactions to extend thinking and model language
• Storytelling and retelling activities to support sequencing and comprehension
• Games and activities that promote listening and attention skills

These interventions help children become confident communicators who can express their ideas clearly and engage fully in learning.

We use our systematic phonics programme, Read Write Inc. (RWI), to provide targeted support for children who need additional help with early reading skills. Intervention groups are carefully planned based on assessment and focus on:

• Sound recognition and blending
• Segmenting words for spelling
• Developing reading fluency and accuracy
• Building confidence and independence in reading

Children are regularly reassessed to ensure they are making progress and are moved on when they are ready.

Intervention in Literacy focuses on helping children develop the physical and cognitive skills needed for writing. Support may include:

• Fine motor skill development activities to strengthen pencil control
• Guided mark-making and letter formation practice
• Writing simple words and sentences using phonics knowledge
• Adult modelling and shared writing experiences

These opportunities ensure children gain confidence and develop the skills needed to become early writers.

Intervention is carefully planned to be supportive, positive and inclusive. It is delivered in a way that builds children’s confidence and self-esteem, ensuring they feel successful and motivated. We aim to provide early support so that children can keep up with their peers and make strong progress from their starting points.

We work closely with parents and carers to support children’s development. Where appropriate, guidance and strategies are shared to help reinforce learning at home, particularly in early reading and communication skills.

Through high-quality teaching, timely intervention and a nurturing environment, we ensure that every child in EYFS and KS1 and KS2 has the opportunity to thrive in communication, language and literacy.

Weekly quizzes and ongoing assessment in KS1 and 2 inform staff of children who may need further support or intervention. Support is offered in class in the form of small groups or on an individual basis using bought in interventions and work is differentiated appropriately to meet individual needs. Homework activities will be set to consolidate or reinforce key knowledge and learning to ensure that no child is left behind.

Curriculum Development Opportunities

A variety of curriculum opportunities are offered to reinforce the key learning and concepts for our children. These include author workshops, author assemblies, school visits, writing and reading competitions, library visits and dedicated days such as: World Book Day, poetry week.

Useful links

https://wordsforlife.org.uk/