Select Page

Writing

Intent

At Clarendon we aim to develop pupils’ abilities, knowledge, skills and cultural capital through an integrated ‘Wrap around a Text’ approach. This involves Speaking & Listening, Reading & Writing, Vocabulary development and Cross Curricular opportunities driven by high engaging and quality core texts in a varied Literacy spine and a range of visual stimuli together with whole school bespoke WOW events and educational visits and visitors. Given our school context and the knowledge of our Vulnerable Groups, we invest heavily in Phonics and Reading and this together with structured Medium Term Plans for Writing, underpinned by consistent teaching, form our Clarendon curriculum.

From Early Years, Phonics teaching to Reading for Pleasure with Understanding, throughout school we provide children with strategies that travel across the curriculum through:
• the structured teaching of reading skills,
• application of reading skills modelled to reflect ‘in the moment of reading’ processes,
• comprehension and reading journal skills,
• independent reading for pleasure,
• listening to our Brilliant Books read by an adult.

All adults are expected to teaching reading to the same standard across all the reading strategies and undergo a training programme.

The Literacy spine encompasses modern and classic, fiction and non-fiction texts, plays and poetry and visual stimuli to support a variety of writing outputs outlining the task, purpose and audience. The core texts/book covers are displayed in classes. Children are given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught literacy skills. The Literacy Spine which supports age related targets and genre expectations, scaffolds children and supports teachers in their planning and teaching through the integrated Medium Term Plans for Writing.

At Clarendon we strive for all children, from when they join us in Early Years to be ‘Primary Literate Children ready for Secondary Education’ when they leave us in Year 6. We want our children to be able to:
• read and write with confidence, fluency and understanding, being able to use a range of independent strategies to self-assess and correct,
• have a wide interest in books and read for enjoyment and information,
• have an interest in words and their meanings; developing a growing vocabulary in spoken and written forms,
• appreciate our varied literary heritage,
• understand a range of text types and genres; be able to write in a variety of styles and forms appropriate to the situation and audience,
• explain and elaborate their ideas and understanding and have a suitable technical vocabulary to articulate their responses,
• develop the powers of imagination, inventiveness and critical awareness,
• have a bank of experiences, texts, books and world knowledge from which to draw on for both reading for understanding and writing,
• write in an age appropriate cursive font, clearly, accurately and coherently for a range of purposes and audiences; adapting their style and at times selecting their own genre through which to express themselves,
• be competent in speaking and listening, making formal presentations, demonstrating to others and participating in debate,
• be proud of their work and be able to share it with others.

Implementation

The English team, led by the subject lead ensures the curriculum intent is taught and assessed and consistently and meets the high standards expected through a bespoke action plan which supports both the School Development Plan priorities and improvements needed in English. These are identified following the annual subject evaluation in a cycle of continuous improvement. Any new areas for implementation involve all staff with topic specific CPD through staff meetings, external courses, peer coaching and ongoing personalised support from the English Team. In addition, to maintain the expected standards and resolve any emerging issues monitoring, learning walks and moderation take place, in line with the school schedule. The action plan is reviewed regularly, corrective action taken and additional resources allocated where this is required. The curriculum approach is detailed in Appendices 1-4.

Impact

We expect our curriculum to be enjoyed and provide the engagement our children need, relevant to our context so that all of our children make progress and achieve the ambitious targets we set for our school, compared to national levels of achievement.
• It is expected that children in Early Years will achieve an ‘expected’ level by the end of the year, with some children ‘exceeding’. We strive for children in EYFS to achieve a ‘good level of development’. The EYFS team complete the Local Authority baseline assessment.
• KS1 children are expected to achieve an ambitious level in the Year 1 Phonics Screening Test and teacher assessed Year 2 tests.
• At the end of KS2 (Year 6 children) will achieve a standardised score of 100+ in their end of year tests with an ambitious level achieving the higher standard/greater depth.
• Children at the end of each year to achieve 65% combined (secure #2) in English and Maths or at least 3 points progress for each core subject (removing INA children & cognitive SEND children).
• Vulnerable groups will achieve equally well to those not included in this group. The English team will analyse data for each group and put in place corrective action to diminish the difference, with a close focus on disadvantaged children, tracking more closely those children involved in the Achievement for all Programme.
• SEN children show progress with reference to individual provision map and NASSEA levels for INA. To support this Standards (formerly P Scales) and specific ARE targets are utilised where these children are working at differing years groups compared to their actual age.

Targets are set for every child and reviewed each half term on their current level of progress across the age related expectations. Value added is built into the target setting process and all targets set are required to be appropriately challenging and regularly updated. Teachers hold one to one discussions during each half termly cycle. The Assessment Deputy Head and Senior Leadership Team have responsibility for overseeing the target setting process which is monitored by Assistant Head Teachers.

Children who are not making expected levels of progress will follow an intervention programme led by the class teacher or TA, receive support and advice from the SENCO and possible intervention from outside agencies will be provided.

Children in Years 1 to 6 are tested each half term, using progress tests, so that emerging gaps are quickly identified and closed. Teacher assessments for Reading and Writing are ongoing and progress tests support teacher assessment. The results of these are entered into the school’s tracking system. The results of all assessments are used to inform planning, gap filling and discussions with parents.

 

Clarendon Primary School recommends 11 books to read before you turn 11. See how many you can read.  Once you’ve read the books use them to develop your own ideas in writing.
The full set of ‘11 books before you’re 11’ included: Alice in Wonderland; Peter Pan, Grimm’s Fairy Tales, Wind in the Willows, Charlie and the Chocolate Factory; Charlotte’s Web, Chronicles of Narnia, Treasure Island, Secret Garden, Swallows and Amazons, The Harry Potter Series.