Reading

Intent:

Reading is at the core of the curriculum at Braybrook Primary Academy. We believe that all our pupils can become fluent readers and therefore ensure that we model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside the phonics lesson and across the curriculum. We have a strong focus on language development in all lessons to support our large percentage of EAL learners. We value reading as a crucial life skill and therefore plan our curriculum carefully to ensure pupils have regular opportunities to read confidently for meaning as well as for pleasure.

Implementation: 

We hold reading for pleasure at the heart of everything we do at Braybrook Primary Academy. We have a vibrant and well-equipped whole-school library that both pupils and families are able to access. All classrooms boast an inviting reading space with high quality texts, including texts from our carefully chosen reading spine. To ensure we meet our objective of creating life-long readers, we engage in lots of additional opportunities including the ‘Young Readers Project’, library visits and author visits. 

Please see the ‘Phonics and Early Reading Policy’ for details regarding the implementation of Early Reading.

In Key Stage 2, there are four whole-class reading lessons of 30-40 minutes per week. The lessons are based around a high-quality age expected text or higher, with a broad range of tier 1, 2, and 3 vocabulary. Lessons focus on teaching a specific skill to enhance mastery within it and all classes use VIPERS to embed question types and provide consistency. The fifth lesson each week has a comprehension focus for test technique/application etc.

Pupils with Special Educational Needs:

Pupils with additional needs are quickly identified and supported to ensure they can make accelerated progress within reading. In Early Years and Key Stage One, this support is delivered through ‘Keep-Up’ sessions and in Key Stage Two, identified pupils are supported through the Little Wandle Letters and Sounds Revised ‘Catch-Up’ programme. Where there is a specific need, the pupil may access their learning through the Little Wandle Letters and Sounds Revised SEN programme.

Resources:

Pupils have access to a range of high-quality resources to support them in developing their reading skills. These include:

• Big Cat Collins for Little Wandle Letters and Sounds Revised books
• Big Cat Collins for Little Wandle Letters and Sounds Revised 7+ books
• Accelerated Reader texts
• Tutor Mate
• Reading Spine

Impact:

Pupils in Early Years and Key Stage One are assessed each half-term using assessments created by Little Wandle Letters and Sounds Revised. Pupils in Key Stage Two complete an Accelerated Reader quiz each time they finish a text. Pupils are also assessed termly using NFER assessment papers in line with the Diamond Learning Partnership Trust policy.

By the time children leave us, they are equipped with the tools to tackle unfamiliar vocabulary and read confidently for meaning. Our pupils are also keen readers who choose to read for pleasure.

Writing

Intent:

At Braybrook Primary Academy, we recognise that Writing is integral to all aspects of life and we endeavour to ensure that pupils develop a lifelong, healthy and enthusiastic attitude towards writing. We do this by immersing our pupils into high-quality texts from our reading spine, that have been carefully chosen to expose pupils to a range of genres, vocabulary and writing styles.

By the end of Year Six we intend our children to have developed a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word. We also intend to create writers who can reread, edit and improve their own writing, and enable pupils to be able to confidently use the essential skills of grammar, punctuation and spelling. 

Implementation: 

We use the Power of Reading to support the teaching of Writing from Early Years to Year Six. Classes use a carefully chosen text from the reading spine and are immersed in this text for a half-term. Teachers then carefully plan Writing lessons to support pupils to develop and master age-related writing skills and link these to genres as appropriate.

From Year 2, pupils are given the opportunity to apply the skills taught in a discrete ‘Exciting Writing’ lesson. 

Spelling, Punctuation and Grammar

The ‘Power of Reading’ Writing lessons are further enhanced through the use of Grammarsaurus to help teachers ensure that pupils are taught the necessary spelling, punctuation and grammar skills required to improve their writing.

Handwriting

At Braybrook Primary Academy, we use the ‘Letter-join’ scheme. Please see the separate Handwriting Policy for full details.

Pupils with Special Educational Needs:

Pupils with additional needs are quickly identified and supported to ensure they can make accelerated progress within Writing. Staff work with the SENCo to identify specific barriers for individual pupils and then outline a programme of support. Staff are trained to use a ‘Writing Recovery’ approach, where appropriate. 

Impact:

The impact of our Writing curriculum goes beyond the result of statutory assessments. Pupils will make good progress from their own personal starting points. By the end of Year Six they will be able to write clearly and accurately and adapt their language and style for a range of contexts, purposes and audiences. Our pupils will acquire a wide vocabulary and have a strong command of the written word. Most importantly, they will develop a love of writing and be well equipped for the rest of their education.

Monitoring and review

Monitoring of the standards of children’s work, undertaking pupil conferencing to assess the quality of teaching and learning in English is the responsibility of the English subject leader. Class medium term plans and weekly plans are also accessible on the staff shared drive to ensure the subject lead can monitor the teaching of English.

The work of the English subject leader also involves supporting colleagues in the teaching of English, providing CPD opportunities through training and delivery of staff meetings, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. The English subject leader gives the headteacher an annual action plan in which they evaluate the strengths and areas of development in the subject and indicates areas for further improvement. The English subject leader has specific-allocated time in which to fulfil this role by reviewing samples of children’s work and visiting classes to observe teaching in the subject.