English- Reading, Writing, Speaking & Listening and Spelling.
Here at Fairburn we feel that this quote encapsulates our approach to the teaching and learning in English. We recognise the central importance of teaching children to Read as an essential life skill. We know that children who cannot read fluently by the time they reach the end of Primary School really struggle in Secondary school because all their lessons rely on them having the ability to read fluently before they can access learning. Children who do not have this skill are at an disadvantage.
However, we also recognise the joy in being able to ‘read great literature, great drama…’ To lose yourself in a book and be so immersed in a class story that you don’t want it to end. So, in our school we really promote a love of books and dedicate time each day to ensuring that all our children access high quality literature.
Reading and books though are only part of English as a whole. ‘The ability to share feelings and thoughts through language’- the ability to communicate through writing and speaking and listening are also essential skills that all children need for life. We feel that a child having the language and vocabulary available to them to help them express their thoughts and feelings is really important not only to be able to communicate efficiently with others but to express their own feelings. To be able to talk confidently in a range of contexts will also serve them well for their futures. And finally, the ability to be able to write, either by hand or electronically, is also an essential requirement. We largely follow the Talk for Writing approach to the teaching of writing which incorporates both speaking and writing together and the ‘Power Up Spelling’ approach is adopted after Little Wandle for the teaching of spelling.
READING
What do we want to achieve?
We show our belief about the importance of books by ensuring that they are prevalent in each classroom and in all aspects of school life. We want the children to be exposed to a full range of high quality texts in the classroom and to be motivated to read in their own time, recognising the value that engagement with a good book brings.
The image below demonstrates how we act on our belief about how a competent reader develops-
- being exposed to a strong reading culture
- having a consistent approach to the teaching of reading across the school
- developing a full range of comprehension skills so that children can enjoy and fully engage with texts.
This is based on the model of Reading produced by ‘Talk for Writing’ with Pie Corbett. We have written our version, detailing what happens in our school.
Without all three vital components, children cannot become competent, fluent readers.
How do we teach reading?
All children in Y1‑6 are taught the content of the National Curriculum. Please see the link below for details.
National Curriculum for English
The next image shows in more detail the progression of teaching reading across the school. Children enter Foundation Stage at the left hand side of the diagram with early reading skills. As they progress through the school, experiencing all our teaching practices and reading experiences, they leave us in Y6, with a developed set of skills as the right hand side of the diagram shows.
Phonics
Daily phonics teaching begins in Foundation/Year 1, initially with short, discreet sessions that increase in length up to 40 minutes. We follow the ‘Letters & Sounds’ approach through the programme ‘Little Wandle’. Please see the link below to find out more about ‘Little Wandle”- how it is structured; the phonics sounds covered and support for parents.
The programme is based around the idea that in order to not cognitively overload a child and to ensure that reading becomes fluent, children are taught phonetic sounds and only read words in books containing the phonic sounds matched to their stage of teaching as well any tricky words that they have been introduced to. Daily keep up sessions take place for any children who have not managed to grasp a grapheme that has been taught so that no child is left behind. It is imperative that all children learn to read.
Constant re-cap of the phonic sounds continues throughout the school in all year groups using the same Reading Routine and phonics mats to support spelling in other lessons.
The class teacher will keep you updated through parent consultations/end of term reports or conversations they have with you so that you know how your child is progressing.
SEND Pupils
The DfE Reading Framework Part 2 states that all pupils should have access to great phonics teaching regardless of any SEND. Only those pupils with the most profound SEND may not access phonics. The ambition for all SEND pupils is high, and this is because, as adults, they will need to access the same language as all others do. So, it is essential that we, as teachers, make sure that all of our pupils, especially those
with needs have access to great phonics teaching – every day. Therefore we will
• Ensure that pupils with SEND have phonic teaching routinely every day. This could be chunked across the day to better meet their needs.
• Make sure that resources for these sessions are broken down into smaller steps – so rather than the whole alphabetic frieze, use 4 key letters or even one.
• Break down the steps to learning the GPC into smaller parts, start with just articulating the sound, then build from there until full GPC is secured.
• Use the SEND resources that are part of our SSP subscription so that fidelity is maintained.
Practise Reading Sessions
In F & Y1 and Y2, children have practice reading sessions in small groups with a staff member leading. They teach the reading process and check comprehension. Books align to the Little Wandle phonics programme. In Y2,3 & 4, the Little Wandle Reading Fluency programme has been recently introduced and is taught twice a week in small groups to ensure that all children can read fluently so we can prepare them for Secondary School.
In class 2, Y5,& 6 children also have group reading sessions twice a week but their focus is on reading comprehension because by this point, we are aiming for all children to read at least 120 words per minute.
Individual Reading
We really value and recognise the importance of hearing children read 1:1 as well as in groups. Following lockdown, all children were heard to read at least three times a week. Now, all children read at least twice a week through the reading practice sessions and children needing additional support, continue to read daily supported by a team of volunteers.
Reading is also set for homework. Phonics books are changed weekly. Each child up to Y2, has both a phonics book linked to their teaching phase as well as a sharing book to read with parents. They read the phonics book three times during the week in school before taking it home to share with parents the week after. The sharing book is changed Monday/Wednesday/Friday as needed.
Children in Y3‑6, have a mixture of staged and free reader books so that they can access texts appropriate for their age and stage of reading.
If you want support hearing your children read at home, please come and have a chat with us.
Reading for Comprehension
As well as taking part in 1:1 and guided reading sessions, all children are read to daily. The class book is shared with parents through the curriculum newsletter. We are aware of numerous sources of research evidence which shows how our ‘brains privilege story’ (Willingham) meaning children learn best when attached to a story/text based context. The research around the last SAT’s tests in 2019 where over 25% of Y6 pupils did not achieve the expected standard in reading revealed that vocabulary was a main cause. Therefore, here at Fairburn, we have always chosen to prioritise reading within the school day.
Slots for dedicated reading time, are allocated within the school day. More recently, to further strengthen this approach, we have introduced basing our topics on a text. In F/Y1, learning areas have books within them and children are strongly encouraged to locate information within them. In class 1 & 2, books are carefully chosen and discussed in class as part of the topic lesson. We hope that by adopting this approach, children will practise their comprehension skills throughout the day as opposed to one off comprehension lessons.
Reading for Pleasure
Because of our desire to convey a love of reading to all children, all staff talk enthusiastically about books and often share their own reading preferences. Children see staff referring to books and reading themselves which models their importance.
We host a range of events throughout the year to celebrate books. Here are some examples-
author studies
sponsored reads
book clubs
book fairs
recommending new books in newsletters
displays around school
book days
We encourage children to talk about books they enjoy and make recommendations to others. In F/Y1, children bring in their own books from home throughout the week to share with the class. In class 1 & 2, children are able to bring in their own books each Monday to share together and read in class.
What do children think about reading in our school?
“Reading is fun and it helps me with my spellings”. ( Guy)
“I like reading because you learn new words and get better at pronouncing them”. ( Charlie)
Writing
We teach writing following the Talk for Writing Approach. This is where children orally rehearse stories so that they become really familiar with its structure and language before writing it down. They then go on to innovate the story themselves and make their own versions. This process starts in Foundation Stage and runs throughout the school so there is a consistency of approach.
Early writing in Foundation Stage begins as soon as they start school with staff scribing for children in the first instance. This progresses to children being able to write some of the letters themselves before whole words and eventually sentences. There are writing sessions based on a book as well as opportunities to write within the daily provision. Children in Y1 have more formal writing lessons and there is a greater emphasis on vocabulary.
In Y1‑6, however, a plan is in place which not only details which genre of writing is taught in each class but also which genres are being practised within the term so that children can consolidate what they have learnt and write for a full range of purposes.
Spelling
Foundation Stage/Y1 children learn to spell as part of following the Little Wandle programme although Y1 also have additional spelling practise so that they are familiar with high frequency words which helps them in their writing.
Children in Y2 ‑Y6 have spelling lessons throughout the week following the ‘Power Up’ spelling approach written by Kelly Ashley. There is a long term plan in place available on request.
Through the ‘Power Up Spelling’ approach the children learn a range of strategies that they can apply when faced with spelling new words.
‘Learning to become an accurate speller is more than just learning spelling rules- it involves learning about how words work by connecting new and existing knowledge and key concepts about our orthographical system’.
(K Ashley 2020)
We want our children to acquire strategies that they can use for the rest of their lives as opposed to simply learning spellings by rote.
In addition to the cycle of spelling activities/taught sessions that the children have each week in class, spellings are sent home as part of homework.
Handwriting
All children are taught handwriting and have weekly handwriting practise sessions. We believe that still teaching handwriting is important despite living in an age of technology because teaching handwriting effectively impacts the wider curriculum and the development of the whole child. It offers, among others the following benefits:
- When children can write autonomously they can concentrate on what to write rather than how to write so their ideas and writing content will improve
- A significant impact on children’s self-esteem, when they see beautiful writing which they have created with their own hand
- The huge effect of good handwriting on children’s motivation and enjoyment for writing
- Develops a strong sense of pride which cannot be measured by attainment level or standardised testing
- Where children have good handwriting, and are proud of how their work looks, they become far more meticulous about spelling, punctuation, grammar and their use of language.
- When children take care to produce beautiful work they are more likely to take care in other areas of their life – e.g care for resources, care for each other.
(ISHA- Improvement in School through Handwriting and Art)
In EYFS, there are plenty of opportunities within the provision to write using a full range of writing implements. However, staff are mindful of observing when a child may be ready to hold a pencil and when they may not be ready. Within the provision, there are lots of activities provided to support strengthening children’s hands and hand eye co-ordination so that they are prepared to write. They also spend time writing ‘large’ with paintbrushes and water and chalk on the playground. As soon as a child is comfortable holding a pencil, handwriting practise begins.
All children across the school follow the ISHA handwriting programme which teaches letter formation in family groups so connections can be made before moving on to learning cursive handwriting. All children begin writing with pens in Y2 but are given a choice of pen to use because children have preferences and write better when they like the pen they are writing with.
Speaking & Listening
Traditionally Speaking and listening, despite being a component part of the National Curriculum for English, is not always as valued because of the difficulty in charting gains unlike reading and writing. However, here at Fairburn we do value the importance of both elements because they both greatly contribute to a child’s whole development.
James Britton states that ‘Writing floats on a sea of talk’. ( ) It is only through talking and discussion that ideas are fully formed, adapted and become concrete. Large parts of lessons across the school focus on discussion as opposed to the teacher talking and pupils listening. Writing lessons start with talk and move to discussion and rehearsal before writing takes place. Similarly, maths lessons feature lots of talk exploring, discussing and explaining concepts. Through discussion staff are also able to assess the children’s understanding and the act of a pupil explaining an idea to another pupil, helps cement their own understanding for themselves.
Finally a large element that underpins the entire curriculum is the children having a voice and learning to hear other people’s opinions and respectfully challenge or affirm them. One way this is achieved is through direct teaching of the 8 essential life skills taught each term through Skills Builder. Those being speaking, listening, problem solving, creativity, staying positive, aiming high, leadership and teamwork. See our Skills Builder page to read how it is structured.