Menu
Home Page

English

English Statement of Intent

The intention of the English curriculum we offer at Goldenhill Primary Academy is to give children a competence in English that enables them to communicate effectively at home, at school and in the wider world, leading to improved life skills and wider opportunities. We intend to develop skills of speaking, listening, reading and writing, including all of their essential inherent skills, enabling children to organise and express their own thoughts and to access the knowledge and ideas of others.

 

An understanding of how language is the vehicle for communication in both oral and written forms is paramount in our thinking and planning. To become literate, children need to understand that writing is a representation of speech, and that both come in a variety of forms linked to purpose. At Goldenhill Primary Academy, we are intent on teaching children that these aspects of language are inextricably linked, and can rarely be experienced or learnt discretely.

 

AIMS

At Goldenhill Primary Academy, we aim to give children the opportunity and encouragement to:

  • nurture a love of language and all that it encompasses
  • speak clearly, adapting their spoken English to suit the audience
  • listen with concentration, and respond appropriately to what they have heard
  • recognise the difference between informal spoken and written language and Standard English, and be able to apply this to their speaking and writing appropriately
  • recognise English as being cross-curricular and essential as a basis to all learning
  • recognise the link between reading and writing
  • develop a love of books, read for enjoyment, and be able to evaluate texts and justify preferences
  • read and write with confidence, fluency and comprehension
  • use a full range of cues to facilitate reading and spelling, including phonic, graphic, syntactic and contextual
  • develop an interest in words and their meanings, and therefore have an increasingly mature spoken and written vocabulary
  • be confident in ‘having a go’, rather than staying within their safety zone, especially in their choice of vocabulary
  • develop imagination and inventiveness
  • understand the features of, and be able to read and write in, a range of genres in fiction, non-fiction and poetry
  • use technical vocabulary appropriate to a genre to enable understanding, and to facilitate discussion of their reading and writing
  • plan, draft, improve and edit their own writing
  • use a fully cursive, fluent and legible handwriting style

 

English is a core subject and is at the heart of our curriculum. Each project covers a range of reading and writing genres and, where appropriate, links to other areas of the curriculum.

 

During 'English lessons' the use of differentiated quality texts is used to teach the core skills in-line with the expectations of the National Curriculum.

 

Please find below a  map of all the English genres covered across the academy.

 

Spoken language is promoted throughout the curriculum and across all subjects.

 

Spelling, vocabulary, grammar and punctuation are promoted throughout all writing opportunities, with each year group following a specific programme. Please see below the coverage and progression map for English Spelling, Grammar and Punctuation for our academy.

How we teach reading at Goldenhill Primary Academy

Learning to read is one of the most important things your child will ever learn. It underpins everything else, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible. We also want your child to develop a real love of reading and to want to read for themselves. This is why, in partnership with parents, we work hard to make sure children develop a love of books as well as simply learning to read.

 

We start by teaching phonics in Nursery and throughout the Foundation Stage and Keystage 1. At Goldenhill Primary Academy we follow the Letters and Sounds principles and practice of high quality phonics.

 

For more information, please follow this link: http://www.letters-and-sounds.com/.    

 

The six phases of the Letters and Sounds document provides a structure for the teachers to follow and plan children’s progression. The teachers carefully adapt their planning to meet the needs of the children within their class. The teacher’s individual assessments will inform the rate at which the children are able to progress through the phases and adapt their pace accordingly.

 

It is expected that Nursery will introduce Phase 1 phonics through small focused groups and activities. This includes learning to make different sounds and developing listening skill. When appropriate, the practitioners will then introduce the initial sounds and may begin to teach digraphs.

 

In the Reception Class we will revise all letter sounds and learn new digraphs and trigraphs. At this stage the children are also becoming more confident with segmenting and blending sounds to read whole words. In the Reception class children are also taught words with 4 and 5 sounds in them and alternate ways to read and write different sounds. This continues into Year 1 and 2 as appropriate and children learn to read and write a range of graphemes and alternate graphemes. Along side this the children are taught the ‘tricky words’ – high frequency words which do not follow the regular phonetic pattern.

 

Phonics and reading activities are taught in whole class and small group situations. Your child will work with children who are at the same phonic and/or reading level.  This is so that the teaching can be focussed on their needs.  Discreet phonic sessions take place daily for 15 - 20 minutes and there are also enhanced phonic activities within the indoor and outdoor environment available for the children to explore independently throughout the day – (in the Nursery and Reception classes.) Phonics provision is also supplemented by a wide range of speaking and listening, English, spelling and grammar activities.

 

All teachers will formally assess their children’s progress at the beginning of the year and the end of every term in order to inform their planning. Informal assessments are ongoing and plans adapted to meet the needs of the children.

 

At the end of year 1 the children will take the statutory National Phonic Screening Test. If the test shows that children are still working towards the expected standard then they will work in a small intervention group to enable them to retake the test in year 2.

 

Teachers regularly read with the children so the children get to know and love all sorts of stories, poetry and information books.  This is in addition to the books that they bring home.  This helps to extend children’s vocabulary and comprehension, as well as supporting their writing. All classrooms have attractive book corners where the children can access a wide range of books, both fiction and non fiction to help embed their love of books, stories and reading.

 

Approach to Guided Reading in Key Stage 1: Reading Squads 

 

Key expectation – Every guided reading group has an adult daily. Each session is ½ hour.

5 Guided reading sessions will take place. One of which is a cold comprehension activity completed independently.

 

In KS1 we take a reading squad approach.

 

The reading squad is a team of 5 adults (Teachers and supporting staff members from across the school) who deliver guided reading to a group of pupils 4 x per week. The 5th guided reading session is cold comprehension activity to apply skills independently.

 

Year 1

Mon, Tue, Thurs, Fri

9:05 -9:35

9-35-10:05 (Fri)

 

Year 2

Mon, Tue, Weds, Thurs

10:00-10:35

 

 

Each member of the squad has a consistent ‘tool kit’

-Tricky words

-phase 2,3,5 sounds

-Year group expected reading words

-reading domain skill for KS1 (child friendly version reading emojis)

 

Teachers plan and resource every group and the sessions that will be delivered.

 

Each session is structured in a consistent way –every session starts off using the flash cards appropriate for the group.

When listening to reading adults will ‘live mark’ reading strategies by intervening at the point of reading and re-model the error observed in the moment of reading. (Immediate feedback).

 

Key Stage 1 (Read the same text all week)

 

Mon – Session 1  -

Focus - Book introduction and first exposure.

Key teaching points – identify front/ back cover/ blurb/ vocabulary that children will encounter/ reading strategy that will be used.

 

Tues – session 2 –

Focus – Prosody and second exposure to text

Key teaching points – Fluency, expression, intonation, taking account of punctuation.

The children re-read the text using expression, intonation.

 

Weds/Thurs – session 3 –

Focus – Oral comprehension 

Key teaching points – comprehension linked to a specific reading domain.

Adult to introduce/ reinforce the reading skill that is being focused on and what we do to answer those types of questions. Guide children through a range of questions linked to the reading domain.

 

Thurs/Fri – session 4 –

Focus – Written ' Cold' comprehension 

Key teaching points – comprehension

Children to answer comprehension questions. Adult to reinforce the reading skill that is being focused on and ‘live mark’ written answers.

 

Wednesday is the independent cold comprehension activity for Year 1. Year 2 will have whole class guided reading session linked to SATs prep on Friday.

 

The types of questions that children will have exposure to are:

Tick a box

Fill in the table

Draw lines to match the correct answers

Justification – give one/ two reasons why / How do you know

True / False statements

Use numbers to order

Explain a word meaning

Find and copy

Match the meaning questions.

 

Approach to Guided Reading in Key Stage 2:

 

Guided reading is taught 5 times per week– lasting 40 minutes and shown on weekly overviews.

 

Monday DECODING (Reading of text)

Based on a high quality class text - this could be a differentiated text or other high quality text to supplement if appropriate to the skill. A range of narrative, poems, non-fiction to be used. Children to explore expression, tone, volume etc. and experiment with using their voice and body language to create atmosphere.

 

Tuesday TRANSLATOR (WORD MEANING)

Children to re-read the text and check that the text makes sense, discussing understanding and explaining the meaning of words in context.  Children to locate and predict meanings of unfamiliar words and find their definition using a dictionary.

 

Wednesday  REPORTER (RETRIEVEL) apply to differentiated text

The focus is high quality modelling of reading skills, breakdown the question and answering in the appropriate way. Children then start to answer on whiteboards to give the teacher feedback so that they can adapt their modelling/set new challenged etc. Key questions could be directed at different children to maintain challenge.

 

Children independently apply skill from previous day with different questions/text (this could be a hidden chapter from a differentiated text).


A guided group will take place.

 

Thursday DETECTIVE (INFRERENCE) apply to differentiated text

The focus is high quality modelling of reading skills, breakdown the question and answering in the appropriate way. Children then start to answer on whiteboards to give the teacher feedback so that they can adapt their modelling/set new challenged etc. Key questions could be directed at different children to maintain challenge.

 

Children independently apply skill from previous day with different questions/text (this could be a hidden chapter from a differentiated text).


A guided group will take place (if applicable)

 

Friday (COLD COMPREHENSION)

Children to answer questions; focused upon the modelled skill from Tuesday and Wednesday.

 

Quality of response in books needs to be addressed through high quality feedback; impact of this feedback needs to be clearly noticeable within learning.

Challenge through questions; verbally or through written questions.

A range of answers to be used e.g. PEE, one word or one sentence based upon the requirement.

 

Ensure a cold text is used to develop their application of all the reading emoji’s in one session and for children to understand and be able to select which emoji is required.

 

Reading linked to writing in English Lessons:

In English the children work around differentiated texts to ensure that all pupils can access the class text. The differentiated texts are read during English/Writing lessons. Alongside the reading, children will access activities based around the understanding of the differentiated texts. Activities will include comprehension, unpunctuated sentences, sequencing and stepping out the story.

 

Wider Reading in the Academy:

Story Time:

Each class has a class novel, which is voted for. This class novel is read to the children at the end of the school day to promote the love of reading but also, to build the vocabulary that the children are exposed to.

Assembly:

Children also have a story time assembly once a week where the headteacher/SLT member reads the children a book from his/her favourite collection.  

 

Assessment of Writing/SPAG:

  • 5 pieces of 'Best Writing' per term
  • Read, Write Inc Weekly Spelling Test (End of Unit Test) and Half Termly Test
  • Rising Stars SPAG Assessment (End of Each Half term)

 

Assessment of Reading: 

  • ½ termly phonics assessments
  • Standardised Test – PIRA
  • Y2/ Y6 SATs past papers
  • Bench marking- for Key Stage 1 pupils and for pupils working below age related expectations and/or unable to successfully access accelerated reader.
  • Star reading assessments- ½ termly- Key Stage 2
  • Accelerated Reader quizzes- Key Stage 2

 

Accelerated Reader.

Accelerated Reader (AR) is a targeted programme that helps us monitor children’s independent reading. Children choose a book at their own level and read it at their own pace. Once finished (and parents have signed in their child’s reading diary) they take a short quiz on the computer. Passing the quiz is an indication that they have understood what they have read. AR gives both children and staff immediate feedback based on their quiz results.

 

To determine a child's reading level children take a computerised reading assessment known as a STAR test at the beginning of the year and at set times throughout the year. The test uses multiple-choice questions and adjusts to the children’s responses – if an answer is correct the next question increases in difficulty and vice versa. The test takes approximately 10 minutes.

 

All of the reading books in the academy that children take home have now been banded into these levels or 'zones'. 

 

It is easy to keep a check on your child progress, seeing what books they have read and how well they are performing on their ‘quizzes’, by logging onto the following web address (this works better using Google Chrome as the internet explorer)and entering the log in details which you were sent when the programme started. These can also found in your child’s reading diary. (if you can not find these please contact your child's class teacher and we will happily send these again)

 

https://ukhosted56.renlearn.co.uk/2248162/HomeConnect/ 

If you select the notification button you can receive email alerts when your child has completed a quiz so you can keep a check on how well they are doing.

 

Research has shown that children using this system and reading regularly make excellent progress both in their reading and comprehension skills.

 

What can parents/carers do to help?

You can help your child to sound out the letters in words and then to ‘blend’ the sounds together to make a whole word.  Try not to refer to the letters by their names.  Help your child to focus on the sounds.  

 

Sometimes your child might choose to read a picture book that they know well. Encourage your child to tell you the story out loud; ask them questions about things that happen or what they think about some of the characters in the story.

 

Make reading and learning phonemes/spellings fun for example using magnetic letters on the fridge, foam letters in the bath or playing eye-spy.  Remember to keep reading to your child.  They will come across far more adventurous words than they will in their early reading books.  You will be helping them to grow a vast vocabulary and understand the meaning of different stories etc.  It will also encourage them to love books and want to read more.

 

Your support really does get your child off to a flying start and encourages them to make great progress!

Reading Emoji's used in Key Sage 1 and 2

Reading Reward System:

 

At Goldenhill, we believe that 'Reading' is the gateway to a child’s future. Like anything, reading takes time and practise but without the skill of being able to read fluently, children will struggle in accessing the rest of the Curriculum. They may be a budding Historian, with a love and thirst for knowledge about the past, but without the skill of being able to read fluently, children will find it difficult to reach their potential. At Goldenhill Primary Academy, our amazing teachers teach and support children to read fluently, understand and discuss what they have read and are incredibly passionate about instilling a love for reading in children, no matter their age, gender or background.

 

We are always looking for new ways to revitalise rewards around reading at home and below is our school reward systems for reading.

 

Reception

 

Children are expected to read at home and have their diary signed by an adult an average of 4 times per week (minimum). Each time that children read at home, it will be recorded on children’s personal ‘Aiming High’ record sheet. For example, in an 8 week term (4 times per week) the target will be to read at home 32 times. Children who reach the target of 32 by the last day of the half term will be presented with a prize and a certificate in the merit assembly. Throughout the half term, children who are working hard towards their target will be rewarded with stickers and texts home. Each week in Reception, there will be a ‘Reading Champion’, who will get to wear a ‘Reading Champion’ badge for the week. This will be someone who has been showing great enthusiasm, hard work and resilience.

 

KS1

 

Children are expected to read at home and have their diary signed by an adult an average of 4 times per week (minimum). Each time that children read at home, they will move their personal hot air balloon on the interactive classroom display to the corresponding cloud. The target ‘cloud’ for each half term will be different depending on the amount of days in the half term. For example, in an 8 week term (4 times per week) the target cloud will be ‘32’. Children who reach the target cloud by the last day of the half term will be presented with a prize and a certificate in the merit assembly. Once children are halfway to the ‘target’ cloud, a motivational text will be sent home and children will win a small treat from the class teacher.

 

KS2

 

Children are expected to read at home and have their diary signed by an adult an average of 4 times per week (minimum). This will be monitored by class teachers overseeing the amount of quizzes taken and passed / words read using the Accelerated Reader Programme. Each class will have a ‘Word Count Wall’ displaying the overall amount of words read by each child. This is calculated using the Accelerated Reader Programme each time children pass a quiz. Each time children hit a new milestone on the reading wall e.g. ‘10,000 words read’ they will win a reading raffle ticket. Each time a raffle ticket is awarded, children will place in KS2 raffle box and at the end of a half term, a name will be drawn and voucher won.

 

 

Highest Word Readers

Each half term, children in each class from Y1 – Y6 with the highest word count (based on passing Accelerated Reader quizzes) will be presented with a certificate and a £5 book voucher in the Merit Assembly. In Reception, the child who has read the most times will be presented with a certificate and a £5 book voucher in the Merit Assembly.

 

Millionaires Club

The Millionaire’s Club is aimed at, but is not limed to, children in Y5 and Y6. Children who, throughout the academic year, reach 1,000000 words will be presented with a Millionaires Club Badge, appear on the Millionaire’s Club ‘Wall of Fame’ and will be awarded with a Kindle.

 

Reading Ambassadors

At Goldenhill, one Reading Ambassador from each class is chosen each half term.  Reading Ambassadors are chosen for their love of reading, their effort and resilience when it comes to reading and their willingness to share their passion and enthusiasm with others to promote reading throughout the school. Reading ambassadors will be presented with a special badge.

Here are just a few roles of a Reading Ambassador:

  • Part of the job of the reading ambassador is to encourage others in their class to read
  • Share book reviews and recommendations with their class
  • Complete library audits to find out what books, genres, dictionaries and thesauruses are needed to support reading
  •  Help with Reading Events across the school.
  •  Help create displays to promote reading within school.
  • The older Reading Ambassadors will read to other classes, mainly in Key Stage 1, to help show what great reading role models they can look up to.
  • Pull winners out for the reading raffle and present the reading certificates and awards in merit assembly

 

  

 

Top