English 

Why do we teach English?

Literacy is an essential life skill. At Wildground Federation, we aim to develop confident communicators with a rich language that can access the curriculum around them and to prepare them as lifelong learners. We endeavour to support our children in developing transferable skills in order to write for a range of genres, for different audiences and purposes.

Reading

At Wildground Infant School reading is of paramount importance. We aim to create passionate readers who embrace reading a wide range of genres. Our aim is to equip all children with the necessary skills needed to become fluent, confident readers. We understand the fundamental importance that reading has on a child’s ability to access the wider curriculum, make progress and ultimately succeed in life.  To encourage and support the children’s reading we have a wide range of high quality texts within our library and in every classroom.

In 2019, we introduced a new phonics and reading scheme called Read Write Inc. (RWI.) This rigorous and dynamic approach to phonics supports the children in recognising decodable words through daily practise. After regular assessments, the children are accurately grouped according to their phonic awareness. Children will build confidence in recognising and applying new graphemes. To support this at home, the children will take home a book, which mirrors in school learning, alongside a Book Bag Book that is also suitably matched to their phonetical awareness.

Writing

We believe that learning to write is one of the most important things that a child at primary school will learn; they will use their writing to communicate learning in all other subjects of the curriculum. We want to prepare children with the essential writing skills they will need for later life by providing an enriched and engaging English curriculum, where they write with a clear purpose across all subjects. 

We also intend to create writers who can re-read, edit and improve their own writing, and enable children to confidently use the essential skills of grammar, punctuation and spelling. These skills are essential to support them in successfully moving to secondary school and to giving them as many future opportunities as possible so that they may achieve their future aspirations.   

How do we teach English?

In order to do create innovative writers we provide stimulating, inspiring and motivational learning environments that embed a range of rich language opportunities. Our English planning and implementation is underpinned by high quality text drivers, which expand children’s language and understanding. Through this text driver approach all children are exposed to a wide range of writing opportunities that encourage them to be creative in expressing their own ideas for a variety of different audiences and purposes. We provide real life contexts and enable opportunities for speaking, listening, drama and role-play to support the children in developing as writers.

Discrete teaching

In the Infant school we use a synthetic phonics programme called Read Write Inc. in Reception and KS1 to teach the alphabetic code. The children take part in daily phonics lessons where they learn the 44+ sounds (phonemes) and alternatives in a progressive order. When children are ready, they take home a fully decodable 'Book Bag Book' which carefully matches their phonic knowledge. We also continue to use Read Write Inc. in lower KS2 for any children who still need further support with their reading.

In Reception (when ready) and KS1, pupils read and comprehend a book that matches their sound knowledge as part of their phonics lesson. During Y2 children move onto whole class fluency reading, where there is a greater emphasis on developing a wider range of reading skills. 

As we move up through  Key Stage 2 we have whole class guided reading, all pupils are exposed to a range of high quality challenging texts, extracts or chapters that are read aloud together. Within lessons pupils benefit from the teacher’s expert modelling, questioning and feedback as well as vocabulary development. We follow a clear sequence where learning intentions are linked to VIPERS, covering the six key reading domains. These are on display in every classroom and referred to within lessons.

Have a look at our progression document for writing below. This shows you what we teach in each year group and what children should achieve by the end of each year.