At St Joseph’s Catholic Primary School, we adhere to the aims set out in the national curriculum to provide a broad and balanced reading curriculum that is accessible for all our pupils. We believe that reading is essential for all academic success and so we offer children a range of opportunities to become lifelong readers. We place a strong focus on oracy, early reading and vocabulary development right from the start so that all our pupils are able to access the full breadth of the curriculum. We aim to develop a sense of awe and wonder by giving children a plethora of opportunities to access rich texts. It is our goal to inspire a love for reading to take children on a journey through to adulthood.
We use the statutory requirements to form the basis of all lessons. We also include non-statutory elements to provide a rich story focused curriculum developed around essential knowledge and skills which are tailored to suit the needs of our pupils. We create long term and medium term planning to ensure consistency across the years and key stages. We choose books and stories to focus our learning as well as an extensive class library for children to take books from. We have guided reading where children have the opportunity to read with an adult and their peers to help to develop their inferencing and retrieval, skimming and scanning skills. We have individual reading sessions where children have an opportunity to develop their reading stamina using a range of fiction and non-fiction text types. We link English across every subject in the curriculum through the range of books available in school. We follow the Letters and Sounds Phonics programme across Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1) to begin children’s reading journeys and continue to supported reading in Key Stage 2 (KS2). These skills are transferrable to all subjects. Children are streamed according to their developmental stage.
Staff use reading assessment records when reading 1:1 with children and for guided reading activities. These records allow teachers to see where gaps are and what to focus on with children. The children all know which colour book band they are on and can clearly see their own progression when moving between the books bands. We use the Letters and Sounds Phonics programme to move the children through the taught sounds. We split the children into phonics according to their ability across EYFS and KS1 to help children make rapid progression at their level.
Children are given reading targets each term which are shared with parents at meetings. These targets are referred to at the start of Guided Reading sessions.
All pupils will make progress regardless of their ability, including SEND pupils. Most pupils will have a secure understanding of the key skills of required to become confident readers. Teachers moderate reading across the school’s year groups to ensure consistency and accuracy of judgement. Reading targets are established with the teacher and child so that children have autonomy over their personal goals. Reading is taught across the curriculum and teachers present children with a multitude of opportunities to practise their skills enabling children to develop their long term memory reading skills. We take advantage of the trips available around us locally including the Chelsea Library and themed book weeks to increase children’s cultural capital awareness through reading.
We adhere to the aims set out in the national curriculum to provide a broad and balanced writing curriculum that is accessible for all our pupils. Through our story led curriculum, we aim to nurture a sense of awe and wonder for the subject. We intend for all children to communicate successfully and creatively through writing, understanding that it is an intrinsic part of our daily lives. We aim to inspire further creative writing in Key Stage 3 and beyond their school lives.
We use the statutory requirements to form the basis of all lessons. We also include non-statutory elements to provide a rich curriculum developed around powerful texts which are tailored to suit the needs of our pupils. We create long term and individual session planning to ensure consistency across the years and key stages. We choose effective texts which provide rich language models and structures so children can learn how writing works and the effect it can have on a reader. We use Letters and Sounds in phonics to help with early writing skills. Teachers use these skills to support children across every subject in the curriculum. We choose inspiring and engaging texts to link with our History and Geography topics across the curriculum. A typical lesson will include a short and interactive grammar starter, consolidation of prior learning, introduction of key skills to be used in the lesson, opportunities for partner work and collaborative writing, a chance for individual writing and finishing with evaluating and editing writing for spelling, grammar and punctuation errors as well as focusing on improvements.
All pupils will make progress regardless of their ability, including SEND pupils. Most pupils will have a secure understanding of the key skills required to write successfully. Teachers moderate writing across the school’s year groups to ensure consistency and accuracy of judgement. Writing targets are established with the teacher and child so that children have autonomy over their personal goals. Through the use of powerful and cross curricular texts, they impact pupil’s long term memory effectively and positively. We take advantage of the vast array of trips and visitors locally to inspire and instil a broad cultural capital in all our pupils.