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English

A child’s ability to communicate is vital to all aspects of their learning, so English learning spans across all areas of the curriculum.

Intent Implementation Impact

• For pupils to be able to read, write, spell and speak at age appropriate levels and following age-related expectations.
• For pupils to be exposed to a variety of literature, genres and authors.
• For pupils to write for a variety of purposes and audiences; clearly, accurately and coherently, adapting their language and style as required.
• For pupils to read and write daily.
• For pupils to be confident when writing and read easily, fluently and with good understanding.
• For pupils to develop an understanding of grammar and punctuation and to acquire a wide vocabulary and to use these appropriately.
• For pupils to develop a love of reading for pleasure, as well as for information, by reading widely and often.
• For 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).
• For pupils to enter into discussion and to present their ideas to each other by talking, being able to
elaborate and explain themselves
clearly, make presentations and
participate in discussion.
• Pupils to take pride in their writing, to use a cursive and present their work to a high standard.

 

• 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 using RWI until the programme is completed and thereafter to revisit as necessary.
• For Years 1 and 2, to follow the spellings in Appendix A of the National Curriculum as well as CEW words.
• Spellings published on the class blogs for Years 1 and 2 for practice at home. A new word to be taught each day in school following a spelling rule/pattern and referred to when reading and writing in class. 
• In Years 1 and 2, Guided Reading and/or part class comprehension sessions to take place daily in all classes.
• Pupils to have Reading diaries.
• For all pupils to take reading books home frequently and to read regularly at home.
• For pupils to be encouraged to read for pleasure – reading and writing raffles, book clubs, book corners, visit to our local library, Enchanted Forest library in school, author visits, reading etc.
• Pupils to discuss ideas with each other prior to writing.
• Working Walls – all classes to have a display that include knowledge organisers, vocabulary and key learning to aid pupils and guide them through the process of Everybody reads, discussions, planning and writing.
• Vocabulary – displays in class, all curriculum areas, to have vocabulary displayed. Vocabulary mats to be used.
• Thesauruses and dictionaries to be easily accessible for pupils to use.
• Units of work to be planned that follow the English teaching sequence.
• Short writing opportunities to be planned for and at least one longer independent writing task in each unit of work.
• Teachers to plan different writing styles into other curriculum areas.
• Work to be differentiated as required and needed.
• Teachers and TAs 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 alongside the Units of Work, often as starters to lessons.
• Teachers and TAs model reading, planning writing, writing and handwriting.
• Teachers read out loud regularly to their class.
• Editing and proofreading skills are modelled by adults and used by the children.
• Displays of writing to encourage pride in work, give a purpose and audience and to show that work is valued.
• Cursive script to be used and staff to follow the school’s handwriting policy.
• 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 Fairs and clubs.
• Every class to enjoy a story time at the end of the day.


• 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, used as WAGOLLs, made into class books, shared on class blogs etc.
• Skills progress (grammar and punctuation) throughout the school is evident in children’s books.
• There is evidence of a clear teaching sequence in books;
1. reading and responding phase
2. reading and analysis phase
3. gathering content phase
4. planning
5. writing phase
6. scaffolded outcome
7. independent outcome
• A range of genres are taught across the school (progressing in difficulty) 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.
• Live marking provides positive support and directs the pupil on their next steps to improve their writing with immediacy.
• Pupils respond to feedback.
• Pupils use classroom resources to support their learning.
• Pupil's presentation is of a high standard through following the school’s handwriting policy and non-negotiables for presentation.
• Pupils are being adventurous with vocabulary choices.
• Writing across the curriculum is the same standard as in writing books.
• Teachers moderate pupils work in school and in cluster meetings with other schools to ensure accurate assessments are made.
• Teachers track pupils’ progress each half term in Reading, Writing, Speaking and Spelling, Punctuation and Grammar. This informs planning and any intervention needed.
• Pupil progress meetings with the Headteacher, Deputy headteacher and teachers each long term ensure different groups and individual progress is monitored and interventions organised to support progress.
• Intervention sessions enable a greater proportion of pupils to be on track to meet year group expectations or in the case of those working significantly below expectations to make better than expected progress.
• Subject leader provides an action plan for the subject and addresses areas for development and improvement annually.
• Subject leader does two reports for the 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 and KS1 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.

 

Writing progression grids are here for Year 1 and Year 2.


Click on how to help your child at home with reading and writing in FS, Year 1 or Year 2.

The aim is for all Westbury Infants children to be confident and enthusiastic speakers, readers and writers, so we provide a broad range of daily activities for children to develop and apply their speaking, listening, reading and writing skills. Included in this provision are opportunities for public-speaking and drama activities and reading and writing in different styles and for different purposes.

Useful English websites

 

 

Phonics Play  - A website with information for parents and games for children.               BBC Bitesize  - A fun activity to help children at KS1 learn about phonics.                 Family Learning - A website with numerous links to phonics games on other websites.       BBC Words and Pictures - These activities focus on the common spelling patterns for the nine vowel phonemes that are introduced in Year 2.                                                             www.learninggamesforkids.com/spelling_games

 www.spellingcity.com