English at Hellingly.
At Hellingly, we place emphasis on reading for enjoyment as well as reading with fluency and understanding. High quality texts which underpin our Enquiry learning are used as the basis of English lessons across the school. We use both Power of Reading texts and approaches to learning to offer pupils quality engagement and discussion with a selection of marvelous texts.
The following document demonstrates the rich selection of high quality texts used across the school.
Early reading
In Early Years and Key Stage One we follow the Little Wandle Letters and Sounds scheme to teach phonic knowledge. Little Wandle texts are used to teach early reading and children have a weekly programe of lessons teaching the skills of decoding, prosody and comprehension using texts which are closely linked to their attainment in the Little Wandle phonics scheme. Alongside these phonetically decodeable texts, the children also practise reading using ‘book band’ books and are accustomed to selecting ‘reading for pleasure‘ texts to share with a knowledgeable other at home.
Reading skills
English lessons include rich guided reading sessions and focused writing sessions based on the class text. The reading of the text is intertwined with the learning of reading skills. Here at Hellingly we have developed our own teaching sequences allowing the children to immerse themselves in the text with the variety of activities, including Power of Reading approaches and to progress towards developing their own writing piece using the context of their core text and the skills gained from their writing lessons. Reading skills are specified via the use of ‘VIPERS’.
In Reception and Key Stage 1, ‘VIPERS’ skills are as follows: exploring vocabulary, inference, prediction, explanation, retrieval and sequencing. These are taught during whole class English sessions. In addition to this, pupils also learn to decode and apply their phonic skills during reading practise group sessions, which are based on their phonic knowledge. Further information can be found below.
In Key Stage 2, ‘VIPERS’ skills are as follows: exploring vocabulary, inference, prediction, explanation, retrieval and summarizing.
Reading skills and progression overview
Phonics
At Hellingly, we believe that for all our children to become fluent readers and writers, phonics must be taught through a systematic and structured phonics programme.
We are using the Little Wandle Letters and Sounds Revised phonics scheme to plan and provide daily engaging phonics lessons taught in Reception, Year 1 and Year 2. In phonics, we teach children that the letters of the alphabet represent a different sound, that these can be used in a variety of combinations and are put together to make words. The children learn to recognise all of the different sounds and combinations that they might see when they are reading or writing.
At Hellingly, our phonics teaching follows a very specific sequence that allows our children to build on their previous phonic knowledge and master specific phonic strategies as they move through school. As a result, our children are able to tackle any unfamiliar words that they might discover. We model these strategies in shared reading and writing both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on the development of language skills for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
How we teach phonics
- In Reception and Year 1, children follow the progression within Little Wandle Letters and Sounds Revised programme. Phonics is taught daily and there is a review session every Friday.
- In Y2-Y3, phonic lessons are taught daily to children where appropriate – following the model of Little Wandle catch up support guidance to identify any specific gaps identified through assessment.
- In Y2-Y6 there are planned phonic ‘catch-up’ sessions following a set model to address specific reading/writing gaps identified by the class teacher.
How do we assess phonic knowledge?
- In Reception and Year 1, at the end of each week there is a review session which recaps the learning. There are also whole review weeks (pre-planned and bespoke review weeks to address gaps identified by the class teacher’s ongoing formative assessment).
- Children identified in Reception and Year 1 as in danger of falling behind are immediately identified and daily ‘keep up’ sessions are put in place – sessions follow the Little Wandle Letters and Sounds Revised programme.
- In Reception and Year 1, the children are assessed at the end of every half term using the Little Wandle Letters and Sounds Revised assessment tracker.
- The children in Y1 sit the Phonics Screening Check in the summer term.
- Children who do not pass the Phonics Screening Check in Y1, will re-sit this in Y2.
- Children who are in Y2-Y6 and need ‘catch up’ sessions are assessed through teacher’s ongoing formative assessment as well as half termly summative assessments.
Reading practice sessions using the Little Wandle scheme
- Children across Reception, Year 1, Year 2 (and beyond if appropriate) apply their phonics knowledge by using a full matched decodable reader in a small group reading practice session.
- The sessions follow the model set out in Little Wandle Letters and Sounds Revised.
- During Year2 and continuing in Year 3, children consolidate these skills by reading Little Wandle Fluency Texts. These build on their skills and bridge the gap to independent reading.
Supporting your child with reading
Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home. There are three types of reading book that your child may bring home, according to their stage of reading development:
-A decodable reading practice book. This will be at the correct phonic stage for your child. They should be able to read this fluently and independently. They will have practised this book in school with a member of staff and bring it home weekly to share their progress with you. This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading. Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.
-A ‘book basket’ book – these are books which are matched to your child’s phonics level and enable them to keep practising those key skills at home. Your child may not have shared this book with an adult in school.
– A reading for pleasure book. Your child may not be able to read this on their own. This book is for you both to read and enjoy together. To encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, and explore the facts in a non-fiction book. The main thing is that you have fun!
How to pronounce phonemes
Spelling
Spellings teaching is linked to the progression within Little Wandle Letters and Sounds Revised programme for younger children and embedded within English lessons for older pupils. Pupils are taught a range of ‘rules’ and strategies which are related to our progression of skills.
Spelling at Hellingly
This document demonstrates our spelling journey throughout the school.
Grammar and Punctuation
Children learn grammar and punctuation through analysing quality texts and a series of ‘key skills’ lessons. These lessons have a very specific intention and a variety of techniques including shared and guided writing may be used by the teacher. These lessons are carefully planned by the teacher in order to fit with the genre of writing the children are currently studying.
At the end of KS2 (Year 6), children participate in National Curriculum (SATS) tests in Spelling and in Grammar and Punctuation.
The following document outlines the progression of understanding of grammar through the school, and has definitions and examples to support understanding.
Writing composition
Children are taught writing for a variety of purposes, both fiction and non-fiction genres throughout each year. Our curriculum offers a wide range of extended writing opportunities and our core texts provide the children with excellent models of writing and context for their own creations.
In Key Stage One, the children learn to say an oral text which is designed to improve their sentence structure, broaden their vocabulary and help them make links to their enquiry learning. This is linked to the core text that they are reading. Gradually the children create their own versions of these texts and complete their learning cycle by writing their own independent texts.
In Key Stage Two, pupils immerse themselves in their core text, and then undertake a sequence of learning looking at specific key skills related to their writing outcome with a strong vocabulary, grammar and punctuation focus. These foundations are then further developed via a process of adaptation, during which pupils utilize a variety of skills such as story boarding, using writing toolkits, independent research as they plan their own independent writing based on their learning so far.
Writing skills and progression overview
The following document demonstrates the progression of writing skills across Hellingly Primary School.
Handwriting
We use the Nelson Handwriting Scheme which works in conjunction with both the National Curriculum and Letters and Sounds, providing clear consistency and progression whilst also allowing older children to develop their own handwriting style.