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Here at Chiseldon Primary School we aim to develop pupil's abilities within an integrated programme of speaking and listening, reading and writing. Pupils are given opportunities to develop and use their, knowledge and understanding of spoken and written English within a broad and balanced curriculum, with opportunities to consolidate and reinforce taught English skills. 

 

Writing

 

Our approach is to have consistency and progression from Nursery through to Year Six.  Motivating children to write using 'The Write Stuff', allows pupils to have clear assigned goals which allow their confidence to grow.  Our shared writing sessions encourage collaborative writing, this ensures pupils and teachers give and receive constructive feedback through the writing process.  These sessions are clearly focused upon one or two specific teaching objectives at sentence and text level.

 

Reading

 

At Chiseldon we believe the link between reading and writing is strong and reading is prioritised as an intrinsic part of teaching and learning.  We understand that the skill of reading allows pupils to access all areas of the curriculum as well as the world around them.  We also believe that reading should bring pleasure and experiences that cannot be achieved elsewhere; entering new worlds, meeting people from history and understanding a range of viewpoints and emotions. 

 

At Key Stage one and two, children access a variety of high-quality engaging texts across a range of genres.  These are linked across subjects and areas of learning with teachers sharing them and modelling a multitude of reading strategies.  Without reading a child's world begins to shrink and their self esteem crumbles, so  we work hard to ensure we instill a love of reading.

 

Early Reading and Phonics

 

We teach Synthetic Phonics at Chiseldon and use 'Sounds Write' as our primary scheme.  Pupils have the opportunity to apply their developing phonic knowledge and skills through shared reading and writing across all subjects.  For one to one reading both at home and school children have fully decodable books that are closely matched to the phonemes (sounds) they are learning in class.  We use the Dandelion Series of books suplemented with books from other schemes.

                                         https://www.sounds-write.co.uk/

 

Pupils in their last term in Nursery begin to take wordless books home to encourage an engagement and love of books straight away.  At the same time they are looking at the first Unit of Sounds Write.   This learning is then developed further as they progress to Foundation Stage Two, where we continue to give children the best start we can by teaching them to read as soon as possible so we can provide them with the skills they need for the future.  Their phonic knowledge continues to be developed as they work through the Sounds Write programme both reading the sounds and spelling them to help develop this link and understanding.

 

The teaching of phonics continues to progress through into Year One where children are then ready to take their Phonics Screening Check.  This consists of 20 real and 20 pseudo (nonsense) words.  Children use their decoding skills to read these.  Children who do not meet the required standard in Year one will re-tale this again in Year 2 after they have had a chance to further consolidate their learning.  Please see below for further information:

https://www.gov.uk/government/publications/phonics-screening-check-sample-materials-and-training-video/phonics-screening-check-structure-and-content-of-the-check

 

In Key Stage 1, children continue to read books closely matched to their phonics knowledge and also have Book Talk sessions that take place every morning. Children read a carefully selected, engaging text for one session a week, this focuses on accuracy, reading with expression as well as reading for meaning and also gives them a chance to get 'excited' about books. We then continue to develop their understanding of their reading through three further Book Talk sessions focusing on 'The Reading Rainbow'  where discussion of the text is a key element.  Following the discussion the children write about an aspect of the text each week using the 'STYLISTICS' and 'ANALYTICS', these look in depth at; the language used, its purpose, similarities to other texts, the impact of the text on the reader, as well as giving them the opportunity to voice their own opinions. 

 

As a school we also share our love of reading at the end of the day, where every class sits and staff share a class reading book, these are high quality texts that allow us to model our enthusiasm for reading and create magic and excitement around the special joy of reading a good book. This time also allows children to enjoy and understand texts beyond their own reading ability, conditions the brain to associate reading with pleasure and plants a desire to read.

 

Reading at home

 

Research shows that children who read daily develop reading fluency and become more confident able writers at a quicker rate.  Therefore we believe that the most important thing parents can do at home, to help their children achieve at school, is to share books with them.

 

We encourage children to read daily at home and try to ensure that those who do not get a daily read at home have one in school.  All children's reading is celebrated individually with our '30 reads' prizes being given by the Head and Deputy Head at break times for those children that take their Reading Records to them with their records signed.  They are also encouraged to talk about what they have been reading at the same time.

 

 

 

 

 

 

Curriculum Overview

National Curriculum - English

Teaching and Learning phonics
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