English 
Intent
At Burton Leonard C of E Primary School our intent is that all children will:
• become confident, enthusiastic and motivated speakers, readers and writers
• be fluent, life-long readers and writers
• have a love of language and literature alongside an enjoyment of reading and writing for pleasure
• have developed English skills to support them in being able to confidently communicate
• Use literature and writing opportunities to connect with the diverse world that they are a part of
• Use literature and writing to have a voice and make a difference in the world
We believe that a quality English curriculum should develop children’s love of reading, writing and discussion. We aim to inspire an appreciation of diverse literature and a habit of reading widely and often. We nurture a culture in where children take pride in their writing, can write clearly and accurately and adapt their style for a range of contexts. It is our goal to inspire children to be confident in the art of speaking and listening, using discussion to communicate and further their learning. Our intent is to deliver an English curriculum that will support children to develop secure knowledge of English skills, which follows a clear pathway of progression throughout the primary curriculum; secure knowledge of these skills is crucial to a high quality education and we intend to deliver this learning in order to give pupils the tools they need to participate fully in society.
Implementation
These aims are embedded in all English lessons and the wider curriculum. We are developing a rigorous curriculum that provides purposeful opportunities for reading, writing and discussion. Teaching staff use ‘Bug Club Phonics’ to teach phonics & early reading and a book-based approach for writing and reading.
The books we select are chosen in line with our curriculum ribbons, to ensure that the needs of our pupils are met. Our long-term plans for writing and reading weave these ribbons through the significant and important children’s literature selected, running alongside pertinent threads to grow and expand their minds.
Reading
Using ‘Literary Leaves’ we grow literary knowledge. Using sequenced learning points pupils are taught comprehension to create critical readers. Using novels, poetry collections and high-quality, non-fiction books that connect to the Writing Roots through the carefully planned literary themes/threads.
Reading at Burton Leonard C of E (VC) Primary
Children begin their early reading journey in reception class using the Bug Club systematic synthetic phonics (SSP) teaching programme. Bug Club Phonics decodable reading books that link to the appropriate phonic phase, allows for progression in reading throughout each year group. All staff are trained in the use of Bug Club Phonics.
A whole-class guided approach to reading is followed in Y2-6, ensuring consistency in the teaching of reading skills throughout the school. Teachers use ‘The Literacy Curriculum’ reading leaves to provide exciting stimuli and planning ideas.
Children enjoy two types of reading books throughout their time at school: their ‘Reading for Practise Book’ and their ‘Reading for Pleasure Book’, which are taken home daily.
‘Reading for Practice’ Books are books from either the Bug Club Phonics scheme or KS2 whole-class readers. KS2 whole-class readers remain in school.
Pupils are also encouraged to select a book of their own choosing, their ‘Reading for Pleasure Book’, which can be selected from the school library, class library or from home.
Pupils are encouraged to read and listen to stories every day – through 1-1 reading, whole-class guided reading, class stories and their ‘reading for pleasure’ book.
Reading is strongly encouraged through home-school communication and children access carefully curated books in their classrooms. Each year group has a selection of ‘Top 10 Core Texts’ to read throughout the year. In each class library children also access a range of poetry, graphic novels and non-fiction.
Reading at Burton Leonard C of E (VC) Primary School
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EYFS |
Year 1 |
Year 2 |
Year 3/4 |
Year 5/6 |
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Phonics |
Daily Bug Club Phonics lessons
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Daily Bug Club Phonics lessons
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Autumn Term: Daily Bug Club Phonics
Spring/Summer: Revisiting of phonics
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Children expected to use phonics with automaticity in all reading
Additional phonics catch-up for children in need of phonics support
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Reading Practise Books/ Guided Reading Book (Read in school and at home) |
Phonetically matched Bug Club Phonics reading practise book read 3 x in school weekly, then home.
All children read additionally to a trained adult at least once a week.
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Autumn Term:
All children read additionally to a trained adult at least once a week.
Comprehension is recorded in their reading journals.
Children in need of extra support access daily ‘Keep Up’ and ‘Catch Up’ programmes.
All children read additionally to a trained adult at least once a week. |
Children continue their whole-class guided reading programme (Literary Leaves) 3-4 x weekly.
Children in need of extra support access daily phonics.
Comprehension is recorded in their reading journals.
Children in need of extra support access daily ‘Keep Up’ and ‘Catch Up’ programmes.
All children read additionally to a trained adult at least once a week.
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Reading for Pleasure Independent Book (Read in school and at home) |
Independently chosen book from curated class library and/or independently selected book from school library.
20 min weekly Book Talk session to share recommendations
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Independently chosen book from curated class library and/or independently selected book from school library.
20 min weekly Book Talk session to share recommendations
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Whole-class Reading for pleasure |
Whole-class poetry and stories led by an adult read daily to the children and timetabled into the school day. |
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Reading provision |
Curated class library Reading Club – Books & Buns (Y4-6) Secret Storyteller Termly Visits to Little Ripon Bookshop Annual visit from Little Ripon Bookshop Book Swap Box Class Story read daily by different adults
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Writing
Using ‘Writing Roots’, our writing curriculum engages children to write with clear audience and purpose.
Teaching through text we follow the approach below.
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Thematic Link |
Links are made through themes and conventions within significant literature |
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Discovery Point |
Dramatic conventions support immersion and support a hook with the book to create resonance |
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Embedded Grammar |
Explicit grammar skills for writing taught in context to be applied purposefully |
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Spelling & Vocabulary |
Explicit spelling skills are explored and linked to vocabulary acquisition |
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Literary Language |
Literary language explicitly taught and applied in writing |
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Purpose & Audience |
Distinct shorter and longer writer opportunities rather than genre-led |
Each sequence of learning begins with immersion in the text. Pupils explore the text using drama, first-hand perspectives, dialogue and writing activities. Each Writing Root then culminates with a final piece of writing, using the Purpose & Audience Writing Grid.
Pupils are given the opportunity to show what they have learnt by planning and writing their own independent piece of writing.
The teacher uses a ‘Purpose for Writing’ approach to explore the purpose and audience for the final piece of writing.
Once pupils have worked through their modelled text they then draft, re-draft and edit their writing.
The Impact of the Writing Roots Approach
Having followed the approach to developing their writing skills children can:
• write for a range of purposes including diary entries, persuasive letters, stories, poems and recounts to name but a few.
• use their vast knowledge of vocabulary to excite, inform or entertain the reader.
• understand a range of punctuation and the effect it can have on the reader in both writing and reading.
• understand and be able to use a range of grammatical devices.
• understand the various sentence types that can be used to support different genres.
• spell accurately using their phonetic knowledge and apply spelling rules.
• speak clearly, fluently and coherently, to be able to listen attentively with understanding, pleasure and empathy and contribute to group discussions
Cross-curricular Writing:
We are currently developing cross-curricular writing and opportunities to write are harnessed at every opportunity in other curriculum subjects, enabling pupils to translate their skills in other subject areas.
Spelling
We use the 'No Nonsense Spelling' scheme (Y2-6) to teach daily structured spelling lessons. The focus of the programme is on the teaching of spelling, which embraces knowledge of spelling conventions – patterns and rules; but integral to the teaching is the opportunity to promote the learning of spellings, including statutory words, common exceptions and personal spellings.
Enrichment throughout the English Curriculum
Enrichment is sought and harnessed at every possible opportunity, which over the years has ranged from attendance at literary festivals, enjoying author visits and visiting the local book shop. Purposeful speaking, reading and writing prospects are implemented through competitions and active involvement in local and national events. All of the events planned offer the children access to positive role models from the local and wider community.
All classes house engaging and exciting library spaces in classrooms, as well as a central library on site. Reading ambassadors help run our whole-school libraries, alongside other exciting reading events.
Impact
As a result, we will have a community of enthusiastic readers and writers who enjoy sharing their developing literacy skills. Our pupils will be life-long readers, who have the will to read a rich, diverse canon of literature. They have the confidence to take risks in their writing, and love discussing and sharing their ideas. Every child in school will be a reader by the end of KS1 (by the age of 7) and English attainment in all key stages will be above national average. Y1 phonics data will be above the national average. All pupils will make expected or above progress in reading and writing at the end of KS1 and KS2.
bl english progression doc.pdf