At Palmarsh, we believe that a secure understanding and grasp of English skills are central to all learning; whether it be through Reading, Writing or Speaking and Listening and this is reflected in our teaching across the school.
We believe that it is every child’s right to learn to read and we hope that our children go beyond this and develop a love and pleasure for reading during these formative years. Reading is taught through phonics sessions, one-to-one with the teacher, teaching assistant or helper, guided group reading and by teachers reading high quality, stimulating texts aloud to the children.
Every member of staff encourages a love for reading. Children have access to a wide variety of age and ability appropriate reading materials:
· The Power of Reading scheme underpins daily English lessons. Each term, a quality text forms the basis of English lessons for each class, as well as providing a theme to be used in all subjects across the curriculum.
· Each class has selected reading books in the classroom.
· The school reading scheme of Accelerated Reader provides structured progression at school and home.
· Teachers choose challenging guided reading texts to be studied in small groups.
· External visits from authors, poets and dramatists.
· Every Monday, a designated time is allotted for all members of the school (pupils and staff) to be able to read a book independently.
· Reading ‘bugs’ are awarded to children in our weekly Celebration Assembly to encourage children to read at home with an adult.
· Staff track the progress of children throughout the year ensuring that each child is supported and challenged at their appropriate level.
At Palmarsh, we believe that development in writing follows naturally from the enjoyment and inspiration provided by high quality texts as well as the systematic teaching of handwriting, spelling and grammar. In addition, children are given a purpose for writing with experiential opportunities for creating poetry, story-writing, reports and explanations.
Children are encouraged to develop a joy in communicating through writing from the emergent writing in the Foundation Stage to the accomplished and confident writers who leave our school. We recognise the value of ‘Talk for Writing’ and children are given opportunities for speaking and listening in all writing units taught. Storytelling plays an important role throughout the school allowing children to internalise writing patterns in order for them to imitate, innovate and invent their own. Children are given daily opportunities for writing in both English and other subjects across the curriculum as well as opportunities for extended creative writing in Big Write sessions.
Phonics, spelling and grammar are taught systematically through the school and reinforced and applied during writing sessions, including shared writing and guided writing. Teachers use feedback marking to inform pupils of their next steps and to inform future planning for individuals and groups. Children are encouraged to reflect on their own learning and that of their peers, and to draft, edit and improve their writing.
We aim to provide high quality phonics work, so that children have the knowledge, skills and understanding to apply the process to both spoken and recorded language. We recognise that word recognition skills are crucial in enabling children to read fluently, freeing them up to concentrate on the meaning of the text. “Letters and Sounds” is a systematic approach, which is designed to help staff teach children how the alphabet works for reading and spelling. These skills are continually emphasised during all reading opportunities. All children who are on the phases linked to letters and sounds are routinely assessed and monitored by staff, and progress is recorded throughout the year.
Opportunities, organisation and provision for phonics teaching at Palmarsh Primary are as follows:
Letter and Sounds
Daily phonics lessons in EYFS, Year 1, 2 and lower KS2
Following the phonics screening test in Y1, children identified as requiring additional phonics intervention are given additional support in Y2, to address gaps in their phonic acquisition. This time-limited programme of phonics work is aimed at securing fluent word recognition skills for reading by the end of KS1 and as an intervention in KS2.
Click on the link below to see the National Curriculum document which sets out what is taught in each year group.