English is led by Mrs. Barry. She was awarded a BA (Hons) degree with Qualified Teacher Status in Primary Education and English from the University of Lancaster in 2008. Her degree in English, combined with her experience in teaching across the primary phase, has provided her with a deep understanding of the progression in knowledge and skills required in this subject. Mrs. Barry is a member of the TARDiS English Cluster Group and organises whole school events to celebrate her subject, such as World Book Day.
Curriculum Statement of Intent, Implementation and Impact.
- The study of English develops children’s ability to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings. At All Saints we believe that communication, both oral and written, and the ability to read a wide range of texts is the key to educational progress, to social integration and to personal development and happiness.
- We believe that it is the right of every child to become a competent and confident user of the English language; able to live, work and succeed in a literate world. We aim to equip our children with the skills, knowledge and experiences they need to use language effectively. Fluency in the English language is an essential foundation for success in all subjects. The skills that children develop in English are linked to, and applied in, every area of our curriculum. Our children understand that ‘what you are is God’s gift to you, what you become is your gift to God’.
Our English curriculum is delivered through the Statutory Framework for the Early Years Foundation Stage (2017) and the National Curriculum 2014 Programmes of Study, supported by the use of the Lancashire Key Learning and Theme booklets. The Early Learning Goals are followed to ensure continuity and progression from the Early Years Foundation stage through to the National Curriculum.
Where appropriate, English units will link to creative curriculum themes to promote cross curricular learning. Units generally include four distinct phases: reading response and analysis, gathering content, writing and presentation. These phases allow the children to thoroughly explore the text type and its features before practising aspects of writing and then writing more independently to produce their own version of the text type.
Teachers’ plans define what we teach and ensure an appropriate balance and distribution of work across each term. Teachers plan activities in English so that they build on the children’s prior learning. While we give children of all abilities the opportunity to develop their skills, knowledge and understanding through various genres, progression is planned into the scheme of work, so that there is an increasing challenge for our children as they move up through our school.
Phonics in EYFS, Key Stage 1 and Guided Reading workshops across school are timetabled daily. Phonics and Guided Reading workshops give the teacher the opportunity to conduct phonics, guided reading and follow-up activities with groups focused on targets which is informed from ongoing assessments. Phonics is also taught beyond year two for children still at this stage of learning.
Our objectives in the teaching of English are to enable our children to:
- Read 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 grammar and knowledge of linguistic conventions for reading, writing and spoken language.
- Appreciate our rich and varied literary heritage.
- Write clearly, accurately and coherently, adapting their language and style in a range of contexts, purposes and audiences.
- Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.
- Be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Teachers assess children’s work in English during the lesson, using assessment for learning strategies, and after the lesson, in feedback marking in line with pupils’ targets. These short-term assessments help teachers to adjust their daily plans and identify any misconceptions to be addressed. Children are encouraged to self-assess their own work using ‘monster dots’ to assess their understanding against the learning objectives and success criteria. In Key Stage 2 pupils are also encouraged to self-assess their own writing or peer-assess a partner’s writing against success criteria, particularly when writing independently at the end of a unit of work.
Termly assessments are used to measure progress using feedback marking against year group targets which measure progress against age-related expectations. Termly tests provide summative information for Reading and GPS. This assessment of Key Learning is monitored three times per year using our school tracking system and action is taken, should it be required, to improve progress of individuals or groups of children through differentiation, intervention or focused group work.
Parents are informed of their children’s progress three times a year in parental consultations and a written annual report. Parents are also able to talk about their child’s progress at any time during the year if they have any concerns. Teachers use the tracking information to ensure smooth progression into the next year group or into high school during transition at the end of the year.
The leadership of the English curriculum is the responsibility of the Subject Leader, Mrs. Barry, who follows the school’s monitoring cycle. This includes:
- Writing the Subject Leader Action Plan in line with the School Improvement Plan and regularly updating it with actions taken.
- Supporting colleagues in their teaching, by keeping informed about current developments in English and by providing a strategic lead and direction for this subject.
- Providing an annual summary report in which she evaluates the strengths and weaknesses in English and indicates areas for further improvement to the Headteacher and Governors; and
- Monitoring evidence of children’s work through book scrutinies, learning walks, pupil interviews, observing English lessons and analysing assessment data.
A named member of the school’s governing body (Mrs E Aspinall) is briefed to oversee the teaching of English. The English governor meets regularly with the Subject Leader to review progress.