Live –

All children will have the chance to live and breathe a range of texts from different cultures, genres and access exiting grammatical and writing sessions related to these.

Love -

Children will foster a love of all things English, learning which authors they love and enjoy reading for pleasure. Children will start to recognise the pieces of writing they thrive in producing, finding a style that works for them.

Learn -

Children will have the knowledge and understanding to go into the next stage of life with the ability to accurately read, comprehend any text in which they are face and also the ability to write successfully

Throughout all lessons at St Edwards children will learn to be resilient when faced with new vocabulary, have the confidence and communication skills to question and explain what they have read, be reflective when improving their answers, show enthusiasm for the novels they read and show empathy for the characters in novels.

• All children will have access to a range of quality texts to enjoy and cherish.

• Objectives (balance objectives which have been chosen to enhance the NC framework) are carefully sequenced to build on prior knowledge and challenge to move forwards. These are mapped onto curriculum maps.

Reading Approach

• Comprehension is based around the character curriculum theme to enhance understanding of topic area and ensure children have a depth of vocabulary understanding. Their is sense of text immersion with reading lessons linked to the text each class are studying.
• Comprehension uses spaced learning to ensure we are assessing children’s long-term memory. We revisit domains for retention and consolidation.
• Timetabling for Whole class reading sessions. Phonics sessions are daily for EYFS and Year 1.
• Children are challenged through high quality texts, texts that are depth driven which teaches them new vocabulary and how to comprehend a quality text.
• Reading is valued throughout all areas of the curriculum, e.g. Our humanities lessons might involve Atlas exploration and reading a range of historical sources, whereas our science lessons might involve reading up about a famous scientific discovery.
• All children have access to a range of quality texts from the class book corners and the reading area to ensure they have books to share with their families at home.

Reading coverage:

• We follow a novel study approach which allows children to become immersed in a high-quality texts. We dive into the language, characters, sequence and themes within a story. Our whole school text provision map ensures equal coverage of domains and genres and drives progression of skills.
• Expectations are delivered through CPD sessions to ensure all staff are providing quality provision.
• Children gain an understanding of the world through reading a range of text topics.
• Home reading is valued and monitored to ensure all families understand the importance of sharing reading.
• Children use self-marking to reflect on their own learning and enhance answers where necessary.
• Therapies focus on gaps in children’s learning identified through assessment (see below). Rapid reading/ PIXL therapies used.

Assessment:

• Summative assessment in novel study lessons. Comprehension questions marked and feedback given using our reading summary sheets.
• Formal assessments termly.
• Phonics screenings and tracker.

Writing Coverage:

• Writing allows for contextualised grammar sessions, making this learning more purposeful for the children.
• Writing involves lots of talking, planning and editing allowing the children to orally rehearse compositions or even shorter sentences to check for accuracy.
• Children develop a love of ‘PAFT’, thinking about the purpose, audience, formality and tone of what they are writing.
• Great writing comes from the children learning how great writing is constructed, so quality WAGOLL examples are shared and magpied from.
• Grammatical choices made by authors are looked at and discussed, ensuring their understanding leads to the inclusion of such techniques in their own writing.