English

Reading

End Points

1. Texts and books to be thoughtfully planned to link in with children’s interests/ topics.  

2. Reading comprehension is to be taught using VIPERS. Skills to be selected and taught after fluency assessment/ teaching and analysis of PIRA assessments.  

3. Specific reading fluency sessions to be taught 2x per week. 

4. Regular reading groups/interventions are to be set up based on children’s assessments/needs.  

5. A story/text will be read to the class on a daily basis.  

Intent

When children leave Kempsey Primary School we want them to have a love for reading and be able to independently access the skills required to understand and answer questions on a range of fiction and non-fiction texts. At KPS, we guide pupils in constructing ‘mental models’ of texts to build and deepen understanding. We do this with the aim of having fluent readers throughout the school, that are confident in accessing a variety of texts.

Implementation

Reading sessions typically take place 4 times a week at KPS. Each session has a different focus.

 Session 1- Teacher reading aloud

Session 2- Fluency based activity 

Session 3- Children's performance to class/peers

Session 4- Questioning

• Questions to incorporate the 6 reading domains:
  • Vocabulary
  • Inference
  • Predictions
  • Explanations
  • Retrieval
  • Sequencing/Summarising
  • (VIPERS question stems)

Impact

At our primary school, we strive to develop confident, fluent readers who can engage with age-appropriate books at an appropriate pace, reading accurately, with prosody, and adhering to punctuation. Our pupils explore word meanings in context, investigate new vocabulary, and apply VIPERS reading skills to deepen their comprehension, understanding and fluency.  They are encouraged to justify their reasoning with evidence while making meaningful comparisons and connections within and across a variety of texts.

Writing

End Points

1. Write Stuff is used as a foundation for teaching writing. Plans adjusted to meet the needs of pupils

2. Writing should be planned, drafted, edited and published (sometimes). 

3. Spelling is taught using Twinkl as a guide for spelling rules. 

4. Handwriting will be taught regularly and a Handwriting repeater will be used to model letter formation. 

Intent

Our intent is to develop confident and skilled writers who can excel across a range of genres. We aim for children to understand and effectively use a wide range of grammatical terms, apply punctuation accurately, and master the spelling of statutory words and rules. Additionally, we are committed to ensuring that every child writes fluently and legibly, with correct letter formation, enabling them to express their ideas clearly and with confidence.

Implementation

Writing at Kempsey is planned using quality stimulus and underpinned by the principles of Jane Considine’s ‘The Write Stuff’. Cycles of learning are taught through plot points and lessons are supported through the use of writing ‘lenses’. These lenses are selected to match the purpose and audience for a piece of writing, determining the grammar, vocabulary and techniques to be taught.

Lessons are also split into small, manageable steps, supported through clear instruction. Key to this approach is quality modelling and a structure, which aims to foster increasing independence, creativity and sustained control as the children move through the school.

Cycles of learning are typically completed through a piece of independent writing. Children are encouraged to reflect on their writing and edit/ improve where they can.

Impact

Having carefully planned cycles of learning allows children to develop their writing skills. Children should be able to become competent writers across a range of genres, demonstrating an understanding of and the ability to use a wide range of grammatical terms while applying punctuation correctly. They should be able to accurately spell all statutory words, adhere to the spelling rules taught, and write fluently and legibly, with all letters formed correctly.

Oracy

Oracy is the ability to articulate ideas, develop understanding and engage with others through spoken language. In school, oracy is a vital tool for learning; by teaching students to become more effective speakers and listeners we empower them to better understand themselves, each other and the world around them. 

At Kempsey Primary School, we believe spoken language to be essential in the development and achievement of our children across the curriculum. We strive to develop spoken language skills through the taught curriculum, the hidden curriculum, playtimes and lunchtimes, extra-curricular activities and the whole ethos of the school. Children are taught how to be effective communicators through oracy projects that feature skills such as storytelling, debating and presenting. Good oracy skills support wider literacy skills; improvement in oracy is also linked to improvements in reading, writing, and overall attainment. 

Respectful and productive relationships between all who form part of the school community are crucial aspects of our oracy ethos. We place a high priority on supporting the development of good speaking and listening skills among our pupils. Correct spoken language and the development of vocabulary are fundamental to learning. Speaking and listening play a large part in a child’s progress in all curriculum areas and teachers plan to develop these skills in a wide variety of ways. We aim to develop and encourage fluent speakers, with rich vocabulary, who are confident to operate in a wide range of situations.