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Mab Lane Primary School

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English

English at Mab Lane 

 

Reading at Mab Lane

 

Reading is key for the children’s development.  Research shows that children with good levels of literacy and who read for pleasure are significantly more likely to achieve well in school.

 

Each day children are taught Phonics through Read Write Inc which starts in Nursery and continues in small group sessions until Year 2.  If children need extra support, this is provided in the afternoon.

 

When the children move into KS2, we expect to see all children reading fluently. 

 

There are numerous opportunities for parents to attend sessions in school.  We hold phonics sessions, stay and read and reading workshops for parents to understand the skills we use to teach the children to read.  Feedback from these sessions has been excellent.

 

Each child takes home a reading book and a reading record so parents can comment on the child’s reading at home. EYFS and KS1 children take home a RWI book linked to the text they are reading in school.

 

We are really lucky to have volunteers from the community who come in and read with the children each week.

 

We encourage all children to read at home and provide opportunities for children to read daily in school.  As a school, we promote reading for pleasure and hopefully children will grow to love reading

 

 

English—Writing

Writing is a high priority at Mab Lane and the children are encouraged to write for a range of genres. By the time the children leave Mab Lane, they should have a love for writing and have learnt a range of writing styles and key skills to support them in their lifelong writing skills.

  

Starting in our two-year-old’s provision, the children are provided with a range of writing equipment and encouraged to start mark making at that young age.  This continues as the children move into Nursery, where they begin to learn to write their name and simple CVC words. 

 

Throughout EYFS provision, children are provided with incremental writing opportunities through the role play areas and continuous provision. These opportunities continue into KS1 and the children continue to retell stories through role play and small world.

In KS2, the children continue to participate in practical and speaking and listening activities.  They use this knowledge to support them with their extended pieces of writing.

 

When the children have completed the RWI programme they are taught units of work and follow the ‘Immerse, Analyse, Write’ approach for each block. This teaching sequence ensures that children have opportunities to practise the key skills whilst building the understanding and knowledge to apply these skills across a range of genres.

 

Each half term the children enjoy a ‘free write’ session where they are able to write whatever they want such as a song, play, report or story. These ‘free writes’ have created a real buzz around writing and the children are writing for pleasure. During these sessions, staff sit alongside the children and write their own piece of writing.

English III

Intent

 

At Mab Lane Primary School, English and the teaching of English is the core of our curriculum. Our aim is to ensure every child makes good progress throughout their school life in English. 

 

We want

  • Every child to leave Mab Lane as a confident and able reader. 
  • Pupils to develop a love of reading for pleasure, as well as for information, by reading widely and often. 
  • 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 be able to read, write, spell and speak at age appropriate levels and following age-related expectations.
  • Pupils to be exposed to a variety of literature, genres and authors.
  • Pupils to write for a variety of purposes and audiences; clearly, accurately and coherently, adapting their language and style as required.
  • Pupils to read and write daily.
  • Pupils to be confident when writing and read easily, fluently and with good understanding.
  • Pupils to develop an understanding of grammar and punctuation and to acquire a wide vocabulary and to use these appropriately.

 

 

Implementation

 

To ensure that children are provided with the ‘only the best’ English curriculum.

  • All pupils to receive a daily English lesson.
  • To create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.
  • For pupils in EYFS and KS1 to have daily phonics sessions.
  • RWI sessions daily for all EYFS and KS1 children to improve reading
  • Spellings sent home weekly as part of homework.
  • For Guided Reading sessions to take place daily in all classes, using the carousel approach.
  • For all pupils to take reading books home frequently and encouraged to read regularly at home.
  • For pupils to be encouraged to read for pleasure through visiting book bus, reading buddies, author visits, reading boxes on the yard
  • Working Walls – all classes to have an English display to aid pupils and guide them through the process of Reading and Writing with key vocabulary on.
  • Classes to encourage a wider use of vocabulary by having a ‘word of the week’.
  • English help stations available in all classes with thesauruses, dictionaries, phonics and vocabulary mats to be easily accessible for pupils to use.
  • Units of work to be planned that follow the immerse, analyse and writing teaching sequence
  • One free write session each half term were the children can write for pleasure in whatever genre they want and the teachers write alongside the children.
  • Teachers to plan different writing styles into other curriculum areas.
  • Work to be differentiated as required and needed.
  • Teachers and LSAs to support all pupils on a regular basis; providing intervention, support and challenge that individuals require to advance their learning in all areas of English.
  • Grammar and Punctuation to be taught with/alongside the Units of Work, often as starters to lessons.
  • Teachers and LSAs model reading, planning writing, writing and the correct handwriting style.
  • Teachers read out loud regularly to their class.
  • Editing and proofreading skills are modelled by adults and used by the children.
  • Writing is displayed to encourage pride in work, give a purpose and audience and to show that work is valued.
  • Live marking is used in the lesson to help the children progress
  • Pupils to have individual English targets in the front of their English books. Reviewed and amended regularly
  •  To encourage and promote enjoyment in reading and writing events take place often throughout the year. These include: writing workshops, World Book Day, library visits, visitors to assemblies, author/poet visits, Book Bus visits and clubs.

 

Impact

 

 

  • Pupils enjoy reading regularly, for information and for enjoyment/pleasure.
  • Pupils discuss books with excitement and interest.
  • Pupils enjoy writing and use the features of different genres and styles. They can write for different purposes and audiences.
  • Pupils are proud of their writing.
  • Pupils know that others value their writing; they see it on display, entered in competitions, published in books and put on Twitter.
  • Skills progress (grammar and punctuation) throughout the school is evident in children’s books.
  • Pupils are being adventurous with vocabulary choices.
  • Writing across the curriculum is the same standard as in English books.
  • A range of genres are taught across the school resulting in pupils being exposed to, and knowledgeable about, literary styles, authors and genres. They can express preferences and give opinions, supported by evidence, about different texts.
  • Next steps marking provides positive support and directs the pupil on their next steps to improve their writing.
  • Pupils respond to marking and feedback.
  • Pupils use working walls and classroom resources to support their learning.
  • Pupils presentation is of a high standard through following the school’s handwriting policy.
  • Teachers moderate pupils work in school and in cluster meetings with other schools to ensure accurate assessments are made. Teachers’ use Mab Lane’s writing exemplification to support judgements.
  • Teachers track pupils’ progress each half term in Reading and Writing. This informs planning and any intervention needed.
  • Pupil progress meetings with SLT and teachers each term ensure different groups and individual progress is monitored and interventions organised to support progress.
  • Intervention sessions enable a greater proportion of pupils to make expected or better than expected progress.
  • Subject leader provides an action plan for the subject and addresses areas for development and improvement annually.
  • Subject leader report to governors each year so they are up to date with any new initiatives that have been introduced and the impact of these.
  • Subject leader conducts learning walks, lesson observations, pupil interviews and book monitoring throughout the year. These inform future areas for improvement and the impact of new initiatives.
  • Standards being met at the end of EYFS, Phonics Screening Check, KS1 and KS2 are broadly in line with local and national averages. Each year data is analysed and any areas for improvement identified and addressed. These are often included on the School Improvement Plan and English Action Plan.

 

Curriculum Highlights

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