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Reading and Writing
At Pinner Park Primary School we believe children should learn to read in a way that motivates and inspires them. We recognise that getting children’s early reading experiences right are crucial to them growing into confident readers. Competence in reading is the key to independent learning and has a direct effect on progress in all other areas of the curriculum. We want our children to be ‘readers’, not just children who can read. By the time they leave primary school they will have the knowledge, skills and enthusiasm to read widely to further their knowledge and for pleasure. They will read with confidence and talk confidently about their reading experiences and habits. Phonics teaching is planned in line with the Little Wandle Revised Letters and Sounds programme. Individual reading books are organised to link with Letters and Sounds Phases and coloured book band system, running records and regular assessments are completed. Phonics and reading audits are completed by the Subject Leader. Click here for further details about our phonics teaching. |
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Reading for pleasure is promoted across the school. All children are given regular opportunities to read independently and to listen to stories read by adults. National events such as World Book Day and Summer Reading Challenge are promoted as well as school specific events such as 'Poetry by Heart'.
In our culturally diverse community, where many of our families do not have English as their first language, a vocabulary-rich curriculum is essential.
Vocabulary is introduced across the curriculum and identified on planning formats. New vocabulary is discussed and displayed in classrooms.
Throughout the school, from Reception to Year 6, we use a 'Teach through Texts' approach to English to ensure there is consistency throughout the school. We use high-quality children’s books.
Book-based teaching sequences contain between ten and twenty sessions in length, taking around three weeks to complete. They are based on a wide range of high quality and significant children's literature chosen to engage, challenge and support children to be critical readers and confident and informed writers.
All National Curriculum requirements of grammar, spelling, vocabulary, literary language and composition are embedded leading towards a variety of purposeful and exciting shorter, longer and extended writing outcomes where the audience and purpose is clear.
Our approach creates high levels of engagement as it immerses children in the text whilst covering the objectives fully in the curriculum. The text choices are an important part of this as well - many link to aspects of History and/or encourage deep discussions. We pride ourselves on our diverse choices.
Handwriting
Children develop their handwriting as they progress through school - from initial mark-making in Early Years.
Letter formation is taught alongside phonics in Reception and from Year 1. Joined, neat, legible handwriting is an essential skill which is taught to all children. A consistently high standard of handwriting is expected across the school in order to foster a sense of pride and respect in work.
Legible writing that can be produced comfortably, at speed and with little conscious effort allows a child to attend to the higher-level aspects of writing composition and content.
Spelling
In the Early Years Foundation Stage and Key Stage 1, spelling is taught alongside the phonic session, learning about the rules of language and making connections between the sounds (phonemes) and the different written representations of that sound (graphemes). From Year 2 upwards, this knowledge is built upon, whilst staying true to our phonics approaches.
Through our 'Teach through a Text' approach, we have contextualised sequences of sessions for the teaching of spelling that include open-ended investigations and opportunities to practise and apply within meaningful and purposeful contexts, linked (where relevant) to other areas of the curriculum. The spelling sessions, objectives and works are linked to the text being covered in class as part of our writing curriculum in order that the learning can be purposefully applied.
Subject Leadership
Our subject leader for English is Miss Choudhury. Additionally, Mrs Massiah supports the leadership of phonics and early reading.
In our culturally diverse community, where many of our families do not have English as their first language, a vocabulary-rich curriculum is essential.
Vocabulary is introduced across the curriculum and identified on planning formats. New vocabulary is discussed and displayed in classrooms.
Throughout the school, from Reception to Year 6, we use a 'Teach through Texts' approach to English to ensure there is consistency throughout the school. We use high-quality children’s books.
Book-based teaching sequences contain between ten and twenty sessions in length, taking around three weeks to complete. They are based on a wide range of high quality and significant children's literature chosen to engage, challenge and support children to be critical readers and confident and informed writers.
All National Curriculum requirements of grammar, spelling, vocabulary, literary language and composition are embedded leading towards a variety of purposeful and exciting shorter, longer and extended writing outcomes where the audience and purpose is clear.
Our approach creates high levels of engagement as it immerses children in the text whilst covering the objectives fully in the curriculum. The text choices are an important part of this as well - many link to aspects of History and/or encourage deep discussions. We pride ourselves on our diverse choices.
Handwriting
Children develop their handwriting as they progress through school - from initial mark-making in Early Years.
Letter formation is taught alongside phonics in Reception and from Year 1. Joined, neat, legible handwriting is an essential skill which is taught to all children. A consistently high standard of handwriting is expected across the school in order to foster a sense of pride and respect in work.
Legible writing that can be produced comfortably, at speed and with little conscious effort allows a child to attend to the higher-level aspects of writing composition and content.
Spelling
In the Early Years Foundation Stage and Key Stage 1, spelling is taught alongside the phonic session, learning about the rules of language and making connections between the sounds (phonemes) and the different written representations of that sound (graphemes). From Year 2 upwards, this knowledge is built upon, whilst staying true to our phonics approaches.
Through our 'Teach through a Text' approach, we have contextualised sequences of sessions for the teaching of spelling that include open-ended investigations and opportunities to practise and apply within meaningful and purposeful contexts, linked (where relevant) to other areas of the curriculum. The spelling sessions, objectives and works are linked to the text being covered in class as part of our writing curriculum in order that the learning can be purposefully applied.
Subject Leadership
Our subject leader for English is Miss Choudhury. Additionally, Mrs Massiah supports the leadership of phonics and early reading.
