Intent

Implementation

Speaking and Listening

We aim to create confident listeners who have the skills and experience to think critically, discuss their reasoning and express ideas and understanding with clarity.

We strongly believe that listening and speaking skills are the building blocks of English. In order to succeed as writers, children need to cultivate a love of words and language and the confidence to use them. We build children’s experiences of songs, poetry and texts from which they can draw ideas and develop oral story telling skills and help them internalise the language they need.

We plan for role play, talk partner, group discussion work and performance expanding the opportunities for all children to actively participate in all lessons across the curriculum.  

Reading

Our teaching of reading aims to create fluent and confident readers.

Developing a love of reading is the most powerful attribute that can make a difference to our children’s future attainment. From Foundation Stage to Year 6, the children at LEAP experience lessons and a range of fiction, non-fiction and poetry texts which promote a love of books and reading. 

Children are taught reading skills from Nursery through enjoying exciting stories, a systematic programme of synthetic phonics (Read Write Inc), through work to memorise key words, and through reading good books.

Once basic skills are mastered, children are taught individually, in small groups during Daily Supported Reading (Reception to Year 2) and Destination Reader (Y3-Y6) and as a class to further develop higher level reading skills. We assess reading systematically and guide children towards selecting books which develop the range of skills. 

Destination Reader (DR) lessons are planned to ignite and foster a love of reading. High quality texts, developing speaking and listening skills, positive learning behaviours and effective partner work are all key features of a DR lesson.

By providing quality reading experiences with a focus on developing thinking and understanding, DR develops depth in  reading comprehension. Children learn to predict, infer, question, evaluate, clarify and make connections with increasing efficacy. The learning behaviours that the children develop are: the ability to support and actively listen to others; to discuss and explain ideas; and to take responsibility for one’s own and one’s group’s learning. These are central not only to DR but are transferable across the whole curriculum and are, in fact, great life skills.

Home School Reading

If children read at home, they are more likely to be successful learners at school. To support reading at home, children select a preferred book that is matched to their reading ability. Progress is tracked through the Accelerated Reader system for years 3 – 6 (see below). 

For children in Nursery to Year 2, the teacher selects a book at the assessed level for each child.  We encourage children to read regularly with their carers’ support and encourage feedback about these reading experiences.

Accelerated Reader

We use the Accelerated Reader resource to support and encourage independent reading. An initial assessment is followed by online quizzes which track success with books read. We are continuously reviewing and adding to our collection of children’s books in the AR system so that stimulating and attractive books are available at the right level.

Representation in Books

At LEAP, we have invested in books that are rich, relevant and representative for our curriculum, classrooms and school library.  We believe that the love of reading can be nurtured further when children can see themselves, their families and their cultures in the books they read.  We have recently adapted our Power of Reading books to ensure wider representation.  A full map of our English Curriculum Books can be found below (Power of Reading Curriculum Map). 

A selection of some our new books for reading for pleasure

Writing

We aim to develop writers who are confident, creative and have a range of skills needed to express themselves with consideration and clarity.

Writing at Mandeville develops pupils’ skills in two key areas – composition (articulating ideas and organising them into speech and writing) and transcription (spelling and handwriting).

We understand the link between good talking and skilful writing. Writing is contextualised in the class book or linked to a curriculum subject, giving the children a secure context and purpose for their writing. Pupils are taught key skills of planning, drafting and editing their work, learning to proof-read and improve their own writing, as well as having opportunities to evaluate their writing with peers. Pupils’ stamina for writing is developed through fortnightly extended writing tasks where children have the opportunity to exercise and apply both established and newly-acquired skills.

Grammar and punctuation are taught systematically and explicitly through focused activities within the context of reading and writing. Once familiar with a grammatical concept, pupils explore and apply the concept to their own speech and writing.

Handwriting and spelling

At Mandeville, children are taught pre-cursive mark formation from Nursery starting with gross and fine motor skills, posture and pencil grip. Following the Letter-join sequence, children begin to learn the pre-cursive strokes required for cursive handwriting. When pupils are ready, they will learn to write in a continuous cursive style.

As part of our subscription parents and carers can access Letter-Join for free to help children practise at home.

www.letterjoin.co.uk

We teach spelling systematically through phonics, memorising common exception words and a focus on words grouped by spelling rule. Exploration of spelling patterns, developing analogy and memorising common rules form parts of our spelling programme.

• Spelling practise at home
• English National Curriculum Key Stage 1 and  2
• LEAP Power of Reading Books Overview
• LEAP English Curriculum Overview