Reading  

At Rothwell Victoria we believe that reading is an essential life skill and we support our pupils in becoming confident, lifelong readers. We believe that reading is a skill that enables children to develop learning across the curriculum. Our reading curriculum is progressive and has a consistent approach across school to the teaching of reading. Gaps in learning are targeted so to attain the highest possible number of children achieving expected standards. 

As our children enter the school at Year 3 we screen them for phonics, those children who do not pass the screening then undertake the Rapid Phonics scheme, working through the phases. Children's reading is also supported through a book band system from Book Life. To ensure that children are reading book appropriate to their level a screening is completed. Reading lessons follow a rigorous and consistent approach which enables children to work on fluency, expression, vocabulary and comprehension. Within these lessons high quality texts are used and these texts are carefully mapped to the topics so to build knowledge and understanding with practicing reading skills. Children also have the opportunity to read for pleasure and listen to their teacher read everyday. We promote regular home reading through the engagement of planners with parents and prize draws in Celebration Assembly, there is support for those children who need further reading practice. 

Our curriculum gives children the opportunity to enter a range of worlds which reading opens up to them and further develop their love of reading. Rapid Phonics enables children to develop their reading fluency and in turn to better access the curriculum. Children are prepared for the next stage of their education. 

Progression in Reading 

SMSC Statement for English

Writing

At Rothwell Victoria we believe that writing is a key for life and it features across all subjects. With this in mind we teach our children to write using a range of different audiences and purposes and build on these skills year on year. Our writing is linked to quality texts and we intent to capture children's' imaginations. Finally our intent is to build the vocabulary of each child and give then the tools they need to reach their potential and be ready for the next phase of their education. 

Within lessons pupils are exposed to a range of high-quality texts to help build knowledge and vocabulary. All classes conform to a consistent approach to writing which includes the following sequence: Reading around a genre using high-quality texts, know to the children as a WAGOLL (What a Good One Looks Like). Next, pupils study the features of a texts and 'Box Up' where they consider the audience and purpose, effect on the reader, features and vocabulary. Pupils then write their own version of a WAGOLL. Final stages are where children plan and write their own text with a focus on proof reading and editing.

Within classes, a working wall is used and this will identify the main features of the texts and will give the pupils the option to look back on previous work, including modelled writing from the teacher. Assessments are in line with the end of Key Stage frameworks. Pupils working below the Key Stage will use small steps B Squared progression. 

Writing is assessed as an ongoing process and moderation ensures secure judgements are made. Children are tested termly (PIXL assessment) in GPS and QLA used to identify next steps. Children develop a good understanding of the unit covered and apply the writing process across all subjects to ensure writing meet their potential and they feel proud of their work. 

Including and Support pupils with SEND in English

Subject Vision 

English Policy

Spelling Policy