Vocabulary

Throughout school, vocabulary understanding is developed through direct teaching and practised and applied in independent reading skills sessions, writing lessons and across the curriculum. Subject Leaders across the curriculum have identified the Tier 1 (every day or easily understood words), Tier 2 (words relevant across the curriculum including NC statutory words) and Tier 3 (subject specific technical words). Teachers select Tier 2, some Tier 3 and Statutory Words which are taught, practised and recorded by the child in their vocabulary book (Years 3-6).

A range of models and tools have been shared with teachers to enable them to teach vocabulary in depth and consistently:  EYFS triangle, Y1 &2 Rectangles and Y3-6 Hexagon. These progressively cover the root word, word origin, etymology, dictionary definition, prefixes, suffixes, antonyms, synonyms, related words, sentences in context and idiomatic phrases.   Words are explored on a weekly basis and learning shown in Challenge and Success Books, in the learning environment building up over time and in Learning Journeys.  Vocabulary mats of Tier 2 words have been developed for Science, Learning Links and Maths.   Writing challenge fans enable words to be accessible to children at all times whilst teachers identify lesson specific vocabulary which is continually refreshed.

In every reading lesson, opportunities across the curriculum identify supplementary vocabulary that is also studied in more depth.  Children record words and phrases from all reading opportunities and teaching in their ‘My Reading Record’.

The Headteacher’s Vocabulary and associated image, stimulates a curiosity and love of words through ‘Buzzin’ about Words’ where half termly, three words are chosen for whole school study, application, shared in the Learning Journey and a class display (including in EYFS).  The Headteacher’s words have been developed over time and are available to children through the Headteacher Vocabulary Book and ongoing display of the current year’s words.

Children have the opportunity to show their understanding of words across the curriculum through the Clarendon Word Whizz by being expected to spell the correct word purely from the meaning given.

Spelling

Supersonic Phonic Friends is used in EYFS and KS1.  The ‘Support for Spelling’ programme is used after completion of phase 6.  Teachers teach and test spelling using the NC statutory spellings. They provide opportunities for spellings rules to be applied in children’s writing through Early Learning Goals for emergent writing, shared writing, guided writing and independent cross curricular and assessed pieces of Writing.

Throughout school, children have weekly spellings which they are expected to learn at home and spelling tasks are also included in Homework grids.  The Collins Spelling Scheme (overview attached) provides structure and supports teaching e.g. etymology alongside our tiered vocabulary (which is specifically taught and tested).  The statutory word tracker (attached) is completed and moves up school so that teachers can fill gaps, continually recap and apply words in writing. Where children spell zero tolerance words incorrectly, ownership of the correct spelling is encouraged through their personalised vocabulary book, word mats, English toolkits and across the curriculum.

Children access Spelling Shed in school and at home to provide a competitive element which is celebrated through an annual Spelling Bee competition and annual Spelling Shed Champion. A weekly leader board located on classroom doors is updated.

Inclusion in Writing

• Working Walls for writing are in all classrooms. Teacher model the process of writing and editing. There are also a range of resources that are added to in real time that children can use to support their writing.
• Visualisers in all classrooms are used by teachers to clearly model the process of writing and editing.
• Mixed media visuals used, which include videos, pictures and music to support and enhance writing.
• Widgit is used daily by teacher to create word banks, sentence STEMs, colourful semantics resources, etc., to support writing.
• Science and Learning Links Knowledge Organisers are used to support with the application of key vocabulary within science, history and geography cross-curricular writing.
• Precision Teaching is used across class, as appropriate, to support children with the learning of phoneme and the reading and writing of Statutory Words.
• All children to have a Challenge Fan.
• Adapted Communication in Print Challenge Fans have been created to support writing. These include key vocabulary and pictures to support descriptive writing and understanding of grammatical terms.
• Tales Toolkit are used in EYFS to help children to structure their writing. They are adapted to support children from the beginning of mark making up to writing sentences.
• 1:1 or small group support for children with an EHCP, where appropriate.
• Toe by Toe program delivered to children with dyslexia to support reading and writing.
• Irlen’s screening for children with visual distress from Y1 upwards. Different coloured books and overlays are given to children suffering with visual stress. Tint and Track/ Colourveil used in all classrooms to support children with Dyslexia and Visual Stress.
• Wrap around the Text approach used across the Writing Curriculum to enhance learning from other areas of the curriculum. Children apply their knowledge and skills to their writing.
• International New Arrivals are assessed for their level of English with the support of ASCIS. NASSEA steps are used to track progress. Support from the Learning Mentor as well as EAL resources, such as EAL CGP books and Talking Pens are used.
• Racing to English programme delivered to groups of INA children by members of staff.
• External provider and in house SALT team who assess S&L and deliver programs for children across school.
• Rapid Writing used in Year 1 during the autumn term for children who are below ARE for writing to accelerate their progress close gaps in learning.
• Talk About interventions delivered by support staff to groups of children who need.
• Story baskets and small world objects are used in EYFS to support oral retelling of stories.
• Phonics mats are used in class as appropriate to support writing and spelling. Children have access to them on their desks when writing.
• Len’s Den Phonics displays in EYFS and KS1 classrooms to support writing and spelling.
• AI and accessible technology.
• High-Quality Teaching.
• Teachers use evidence-based methods (SALT N-2, SALT universal provision, Toe by Toe, Stareway to Spellings, etc).
• Clear lesson structure, modelling, guided practice, and feedback.
• Ongoing professional development for teachers.
• Early Intervention
• Regular assessment to track student progress.
• Quick support for students struggling academically or developmentally.
• Targeted interventions rather than waiting for gaps to widen.

Student Wellbeing and Engagement

• Safe, supportive, and inclusive classroom environments
• Development of social and emotional skills alongside academics
• Building confidence, motivation, and a sense of belonging