All children participate in a structured programme using the objectives as set out in the National curriculum. These objectives are progressive across the key stages and develop all aspects of the English language. Writing, spelling and grammatical conventions are intergrated into a comprehensive learning programme which sits alongside the skills of reading. Narrative and non-narrative writing is taught in a dynamic and stimulating way and the majority units are linked to high quality children's literature and real-life experiences.
Spelling is taught daily through the Read Write Inc Spelling programme and is delivered at age appropriate expectations. Foundation Stage and KS1 pupils are taught to read through a systematic, synthetic phonics programme (Read Write Inc) which is delivered daily by reading teachers.
It is our aim at Lacey Green to encourage all our children to become confident and enthusiastic readers; we actively promote a love of reading. We encourage our children to read and to enjoy looking at a variety of fiction and non-fiction books. Book bag books and library books are taken home to share with parents which supports the children's reading progress and love of books. Children in KS2 have daily dedicated reading time for 30minutes. They receive regular reading assignments for homework, through focused questions, which are targeted to develop their comprehension skills of inference, retrieval and vocabulary. Twice a week, during reading time, children have access to First News a digital newspaper designed for children. This will ensure that the children have opportunity to learn about what is happening outside their school community as there has never been a more important time for young people to have a rich understanding of the world around them. An appreciation of literature is achieved by ensuring that children are introduced to a wide range of texts. All year groups have dedicated story time built into their time table (20 minutes per day) when well-chosen books are read, with enthusiasm and expression, to the children.
National School Book Week is celebrated annually in March, where both children are encouraged to share their favourite books. The day is dedicated to promoting the love of books. Regular Book Fairs are organised in school.
Speaking and Listening
Speaking and Listening skills are equally important and many opportunities are made for children to express themselves effectively and to listen appropriately. We create numerous opportunities for discussion work in a variety of group situations and give opportunities of expression through drama and presentational speaking.
Drama provides an ideal opportunity for children to engage in role-play and to learn about empathy. In EYFS, role-play and drama, help children to develop their vocabulary, confidence, expression and story telling techniques. The children enjoy a wide variety of dramatic activities through the curriculum and school productions. Theatre trips and visits to school from theatre companies are regularly arranged.
English is taught in Key Stages 1 and 2 for an hour each day. A wide variety of high quality texts are used to deliver the curriculum. Interweaved into this rich learning experience, are bespoke grammar and reading comprehension lessons.
At Lacey Green, developing the pupils' writing skills is a key focus in all English lessons. Children are required to write for a purpose across a wide variety of genres, which encompass the full range of writing skills from narrative to non-narrative and formal to informal.
Writing is develped through the Literacy Counts programme and over a sequence of lesson. Writing is always linked to a quality text. (See yearly overviews below) Grammar and punctuation objectives are taught through the writing process, although some units are taught separately. Units of work are carefully planned: to immerse the children in the quality text, to teach them how to analyse, plan and then to write. The relevant composition, grammar and punctuation objectives (set out in the National Curriculum) are incorporated within the unit of work. Evidence of children using and applying these skills are assessed over several pieces of writing. Children are given time to edit and improve their work. This is an important part of children learning to proof read and correct their writing. To this end, we encourage children to make changes to their work prior to the teacher's marking. All children are expected to respond to the teacher's marking by correcting and improving where necessary. These corrections are highlighted in yellow and clearly evident in the children's work. Each half term, we celebrate the children's achievements by publishing two pieces of their written work; this is displayed in their published work books.
Through our drafting, marking, editing and improving cycle for writing, we are continuously assessing the childen's work. After the completion of a published piece of writing (twice a term) the children's work is assessed against the year group's essential writing criteria. These objectives are taken from the National Curriculum for writing and broken down for each year group. In assessing the writing, the teacher uses the draft and published work to find evidence of objectives being used independently. Over several pieces of writing, this enables the class teacher to identify gaps and objectives that need to be further addressed. We continuously assess the children, using Classroom Monitorm (Simple National Curriculum Framework). This helps the class teacher to plan effective lessons that address the learning need.
In addition, we employ the services of an external moderation team (Cheshire East) to moderate a selection of writing from across the key stages. This is carried out twice a year; in the autumn and early summer terms. They provide individual feedback to the class teachers and to the Senior Leadership team. Trends are discussed and taken forward by the subject leader to be addressed and developed with staff. The external moderation team also provides bespoke INSET training on an aspect of writing identified by the Senior Leadership team for whole school development.