,
Message sent from:

English (Reading & Writing)

Our children, parents, carers and staff enjoying a wonderful evening celebrating reading at our annual Reading Under The Stars event.

Our school hall before our annual Reading under the Stars event yesterday evening. Thank you to all children, parents and carers for a wonderful celebration of reading! #WorldBookDay2022

IMG-20220302-WA0004

We have some excellent writing on our Writing Tree this half term!

f66090f9-a03b-4956-b5d1-bc624038dc74_1x1

Reading Intent

At Featherbank, our ambition is to inspire and nurture a life-long love of reading and language in our children - not only to support their learning across the curriculum, but also to enrich their lives and provide them with the opportunity to forge their own aspirations for the future.

Using books as a basis for learning, pleasure, talk and play, we aim to develop fluent, inquisitive readers at Featherbank and ensure that each and every child can achieve their full potential.

Throughout our teaching of reading, we strive to value and celebrate diversity and promote children's spiritual, moral, social and cultural development.

Reading Implementation

At Featherbank, we believe that a child's ability to read, write and spell is built upon a secure foundation in a robust synthetic phonics provision. At Featherbank, we follow our own phonics scheme from Reception to Year Two, which teaches the children the 44 different sounds in the English language and the 175+ corresponding graphemes. The English and Phonics Leaders work closely together to ensure that phonics strongly underpins teachers’ knowledge and is woven in to our whole school approach to reading, writing and spelling.

Each child in Reception, Year One and Year Two will have access to a fully phonetically decodable reading book matched to their stage of phonics and a book from our school library, which they can share with their adult at home. If it is felt appropriate, children may also take home a colour banded book from our reading scheme in order to extend their reading. For any children working on Phases 2 to 6 in Year Three or beyond, we provide individualised intervention alongside a reading book from our KS2 Phonics Reading Scheme to diminish gaps and accelerate progress for these children.

From Year Three through to Year Six, each child is given a colour banded book from our reading scheme. We teach reading skills in school using VIPERS by classifying questions under the six most commonly occurring skill categories that make up our range of comprehension skills: Vocabulary, Inference, Prediction, Explanation, Retrieval, Sequencing (KS1) & Summarising (KS2)). Reading lessons are taught four times a week.

This approach allows children to develop the broad range of comprehension skills needed to enable them to develop higher-order thinking skills, analyse and respond to texts (and occasionally other stimuli such as pictures, videos, artefacts and sounds). We teach our whole-class Reading lessons through our Reading Spine. Each class’s Reading Spine is designed promote cultural capital and diversity by ensuring that we are providing a broad and balanced coverage of fiction and non-fiction texts, songs, poetry across all genres and spanning a range of cultures and dates.

At Featherbank, our ambition is to inspire and nurture a life-long love of reading and language in our children - not only to support their learning across the curriculum, but also to enrich their lives and provide them with the opportunity to forge their own aspirations for the future.

Using books as a basis for learning, pleasure, talk and play, we aim to develop fluent, inquisitive readers at Featherbank and ensure that each and every child can achieve their full potential.

Throughout our teaching of reading, we strive to value and celebrate diversity and promote children's spiritual, moral, social and cultural development.

Here are some VIPERS posters that we have displayed in our classrooms to help children:

Reading Impact

At the end of KS1, we want our children to independently use their phonic knowledge to read fluently by sounding out and blending unfamiliar words without support. Children should be reading age-appropriate books with increasing fluency and expression. They should make predictions and inferences based on what they have read themselves and what has been read to them by others.

By the end of KS2, children should be confident in the skills they have been taught, showing excellent progress from their starting point. They should be able to confidently read aloud with intonation and expression with the ability to evaluate, comment and compare the different styles of writers. Children will have a working knowledge of a range of authors and genres which provide them with cultural understanding and a model in which to basis their own learning on and use as a reference point throughout the rest of their education and beyond.

Formative assessments take place throughout the year and the English Leader performs monitoring on a regular basis; gaps in children’s learning are identified and interventions are put in place to help fill them.

Summative assessments take place on a termly basis. These help pupil progress meetings to focus on the support that is needed for individual children. Pupil provision mapping is conducted, tracked, monitored and guided by the Head Teacher to support the ongoing progress of pupils to maintain high standards of learning, and both support and challenge pupils in their learning.

Writing Intent

At Featherbank, we believe in inspiring children through writing, prizing its immense power to shape and change our way of thinking, our self-expression and our understanding of what the world means to us. Our writing curriculum aims to develop the ambitious and articulate authors that exists in each and every one of our children.

Through our broad and balanced curriculum, we develop children's writing, and enjoyment of writing, in many different ways so that, as they grow, their learning is enriched with skills and opportunities which enable them to become confident, independent writers for life.

Writing Implementation

At Featherbank, our approach to the teaching of writing is multi-faceted. It incorporates oracy, drama, good-quality literature and the creation of a vocabulary-rich environment. We intend to create confident, independent writers who build upon a range of skills and develop stamina for writing as their progress through school.

Writing is taught through a well-considered and refined sequence where children learn the content and features of a model text linked to the purpose and genre they are focusing on. Spelling, grammar and punctuation is taught both explicitly and implicitly within writing lessons, and is well-practised before children apply their learning to a new piece of writing, where they can demonstrate their newly found proficiency. Children learn to plan, draft, revise, edit and present their work using a neat, joined, cursive script.

We have found that quality writing comes from immersion in a topic-led context, inspired by a carefully-selected, quality text and supported through cross-curricular activities. As a result, children see learning as interconnected, and they demonstrate greater engagement with, and more enjoyment in, their writing. Our children are challenged and encouraged to take risks and view mistakes as another part of the learning process.

Throughout this journey, we ensure children are immersed in a range of genres, have a clear understanding of purpose and the ability to select vocabulary with careful attention to the desired effect on a reader’s thoughts and feelings.

Writing IMpact

By the end of KS1, children should be able to apply their phonics knowledge by using strategies taught in Phonics lessons, and write simple coherent narratives independently.

In KS2, children should be able to write effectively for a range of audiences and purposes. Children should use a range of punctuation, tenses and dialogue in their writing effectively alongside appropriate grammar and vocabulary. Handwriting should be fluent and in a joined, cursive style.

Formative assessments take place throughout the year and the English Leader performs monitoring on a regular basis; gaps in children’s learning are identified and interventions are put in place to help fill them.

Across school, we aim for all children to produce three pieces of assessed writing each half term in order to create a robust system of assessment. These help pupil progress meetings to focus on the support that is needed for individual children. Pupil provision mapping is conducted, tracked, monitored and guided by the Head Teacher to support the ongoing progress of pupils to maintain high standards of learning, and both support and challenge pupils in their learning.

English Policy

We follow the National Curriculum and regularly review our school's English Policy to ensure that we are placing our children's learning at the heart of everything we do.

Useful websites and links to support your child with reading and writing

Top Tips for Younger and Older Readers

Ideas to help you to read with your child.

Literacy Shed

A website providing videos to inspire writing.

Support for Struggling Readers

Sections for parents and teachers on developing the skills of readers as well as advice on how to overcome barriers to reading. 

pobble365

A website providing writing prompts and inspiration for writing.

The Reading Agency

A really useful site with up to date information about great books to read.

The Book Trust

Lots of recommended reads and book lists.