Gloucester Road Primary School

Gloucester Road
Nursery & Primary School

ENGLISH

 

It is our aim that every child in our school will learn to read and write regardless of social and economic circumstances, ethnicity, the language spoken at home and special educational needs or disabilities.

The first stage in helping children to become confident readers and writers, and to enjoy both reading and writing, is teaching them the key skills that they need. Writing sits on a sea of talking and reading. Before children can write fluently they need to be able to communicate their ideas orally with confidence. All teachers are trained in CLPE’s Power of Reading, Pie Corbett’s Talk for Writing and Reading and Read Write Inc Phonics.

At Gloucester Road, we teach Read Write Inc phonics with fidelity and draw on elements of each of the other approaches to the teaching of writing and reading to provide pupils with the best education in English possible.

We aim to do this by providing children with the following:

 

English Pictures

pictures showing the English Curriculum

Reading (including Phonics)

Phonics and Early Reading Policy 

Phonics Progression of Skills and Knowledge 

 

 Reading Policy 

 Reading Progression of Skills and Knowledge 

 

At Gloucester Road reading is the beating heart of everything we do. Both our Early and DEEP curriculums are centred on reading high-quality texts. The texts we choose drive our curriculum and are carefully selected from the ‘Reading Reconsidered’ reading spine, the Reading Teacher’s = Reading Pupils project (Cheltenham Literature Festival) and the Literacy Tree learning platform to help children grow ideas, expand their minds and develop a real love of reading. 

We believe that every child should leave school as literate learners who a passion for reading for pleasure. We aim to do this by providing children with the following:

 

Reading Interventions

When children are not reading at a level inline with the expectations for their year group we are quick to put interventions in place to help and support them to make accelerated progress with their reading. Some of the interventions we provide are:

Writing

 

Writing Policy

 Writing Progression of Skills and Knowledge 

 

 

Writing in EYFS

Writing is initially taught through the systematic teaching of synthetic phonics, which is rigorously taught through the Read Write Inc approach.

In the Early Years, children are encouraged to attempt their own emergent writing and their efforts are valued and praised. As their phonic knowledge increases, this will be reflected in their writing. At the same time, their knowledge of key words and sentence construction is supported through reading and writing activities, including shared and increasingly independent reading and writing, using Literacy Tree as a pathway for teaching.

 

Writing in Key Stage One and Two

 We use a range of teaching approaches to help develop children’s writing, including:

 

Our curriculum coverage follows the National Curriculum 2014 and ensures that a range of text types are taught from Years 1 to 6.  During each term, we teach poetry, non-fiction and narrative text types – please see our Writing Curriculum Map for more information on this.

Oral rehearsal strategies are used regularly, particularly in the younger year groups, as we strongly believe, “If you can say it, you can write it.”  In order to improve language and communication, Talk Boost is used as an intervention where necessary.  Alongside explicit English lessons, we include additional writing experiences where they link to our current theme and children also have the opportunity to write independently through our integrated approaches at the end of every term.

 

Spelling

Spelling at Gloucester Road is currently taught using Sounds Write Vocabulary. Please note, that this is an area that we are currently reviewing now that we have adopted both Read Write Inc Phonics and the Literacy Tree writing pathways.

 

Sounds Write vocabulary approaches spelling by equipping teachers with the knowledge to understand:

 

  • How polysyllabic words provides the key to being able to access vocabulary at all stages and in all areas of the curriculum.
  • How the ‘curse of expertise’ impacts on the teaching of phonics in years 3–6 and how to minimise it.
  • The basis of research evidence behind the approach.
  • What a vocabulary scope and sequence that goes from simple to complex means in the context of using Sounds-Write with this age group.
  • The structure of polysyllabic words.
  • The importance of teaching the polysyllabic lessons with fidelity and of using precise language and approaches to error correction.
  • The difference between teaching the meaning of prefixes and suffixes and effective ways of teaching students how to read and write them in polysyllabic words: morphology vs syllabification.
  • How sentences are the building blocks of writing (as per The Writing Revolution) but how words are the foundation, and use word- and sentence-level activities in the Wordbook.

We follow a two week teaching sequence.

 

Handwriting

We follow the Penpals progression of skills for teaching handwriting. Handwriting is practised every day.

 

Handwriting Policy 

 Handwriting Progression of Skills