English - Writing

Intent
At Bosley St Mary’s CE Primary School, it is our aim to equip all our children with the necessary skills to enable them to not only participate fully as members of society but to flourish. Therefore, it is imperative for the school to ensure that by the time the children leave our school they are capable and confident writers. Through teaching a broad and balanced English programme, using objectives from the National Curriculum 2014, we will ensure that all children are able to write clearly, accurately and coherently; able to adapt their writing to suit a range of audiences and purposes. A variety of resources are used to promote a reading and writing culture. Children are given a range of writing opportunities including the use of paired, group and independent writing tasks. A culture of learning from each other is promoted through use of co-operative learning structures.

The aims of teaching writing in our school are to develop pupils who:

• show high levels of achievement and exhibit very positive attitudes towards writing
• use and understand language as speakers, readers and writers
• are competent, confident and independent in the use of language in their writing
• have an awareness of different audiences and purposes for writing
• apply their grammatical knowledge in their writing as stated in the POS 2
• apply their phonetical and spelling knowledge in their writing as stated in the POS 1
• apply the English language in all areas of the curriculum

 

Implementation
Foundation Stage
The Early Years Foundation Stage Curriculum is followed to ensure continuity and progression from entering Reception Class and then through to the National Curriculum in KS1 & KS2.

The Early Years Foundation Stage Curriculum is divided into prime & specific areas of learning and development. 'Communication & Language' is one of 3 prime areas that are fundamental to supporting children’s language development. 'Communication & Language' is made up of the following aspects: listening and attention, understanding and speaking. ‘English' is one of 4 specific areas which include the development of essential skills and knowledge and is made up of the 2 aspects: reading & writing. Pupil provision is related to attainment, not age. Children learn through play, speaking and listening activities, teacher modelling, group work and self-direction. The children are supported to use and hold a pencil effectively. In order to develop early writing, children are encouraged to “read” their text and tell staff what it means and why they wrote it. Staff celebrate children’s achievements without an over-emphasis on moving to “correctness”. In order to encourage the willingness and desire to write, the class teacher will ensure that there are opportunities for purposeful writing in all areas of learning in the EYFS so that children are interested and motivated in their work.

Key Stage 1 & 2

(see more information below in our English Policy Statement)

Spelling and Grammar

In Foundation Stage and Key Stage 1, children are taught how to segment words in order to spell them through the teaching of systematic synthetic phonics using the Read Write Inc. programme, which underpins reading and writing, as well as spelling. Our phonics teaching is characterised by planned structure, fast pace, praise and reinforcement, perceptive responses and active participation by all children. Children are grouped according to their phonics knowledge. To further develop children’s understanding of phonics, children in Year 2 receive additional spelling lessons. These structured lessons encourage children to apply their knowledge of phonics to unknown words and develop their understanding of spelling patterns.

In Key Stage 2 we teach regular Spelling and Grammar lessons. Children are introduced to a certain spelling pattern and practice the spellings throughout the week. Each year group has a different set of spellings relating to the national curriculum. They practise spellings during handwriting and by completing tasks relating to their spellings such as anagrams and crosswords.

Handwriting

Neat and presentable handwriting is modelled throughout the school by all staff. In Blossom class there is a focus on letter formation and presentation. This is continued in Willow Class and cursive handwriting is encouraged in Oak Class to ensure children produce work they are proud of. 

Impact
Assessment for learning strategies are used on a daily basis. These will allow a picture to be built up of the pupils’ progress, any areas of strength or weakness which can then be addressed in teachers’ planning.

Assessment of learning is completed termly. Children complete independent writing pieces within a unit of work, which are assessed against our writing criteria. Analysis of the data impacts upon teachers planning so pupils’ needs can be addressed. Moderation of teacher assessment is also completed in order to ensure that judgements are accurate. Children are assessed using national curriculum level descriptors and analysed to ensure that they are making at least expected progress if not more than expected progress, this document is then monitored by subject leaders and senior leadership team. Children who are not on track are identified for intervention/target teaching.

Leadership and Management
The subject leader's role is to empower colleagues to teach writing to a high standard and support staff in the following ways:

•  By keeping up to date on current issues; disseminating relevant information and providing training for staff members (either directly or through other professionals)

•  Leading by example by modelling lessons or styles of teaching

•  Having a knowledge of the quality of writing provision across the school and using this to provide a coaching and mentoring role

•  Identifying and acting on development needs of staff members

•  Monitoring expectations, provision and attainment across the school and providing feedback to develop practice further in order to raise standards

Monitoring and Evaluation
The quality of teaching and learning is monitored as part of the appraisal process through lesson observations and through the progress and attainment documents. In addition, continuity and progression across the school is monitored by the subject leader as is the implementation and impact of Assessment for Learning. The subject action plan and external advisors identify actions intended to raise standards.

The English Subject Leader will also provide an annual summary report to the Headteacher in which s/he evaluates the strengths and weaknesses in writing and indicates areas for further improvement.

A named member of the governing body is briefed to oversee the teaching and learning of English. The link governor meets, at least termly, with the subject leader to review progress.

Partnerships with parents
In September parents are invited to attend a whole school development plan meeting where they are informed of school priorities and year group overviews. Also parents are informed on how they can help their child at home by attending English and Mathematics workshops. Parents are kept informed of topics that are being covered through a newsletter sent half-termly. During Parents' Evenings curricular targets are shared and a written report is completed annually in the Summer Term. Homework is set weekly. Reception and Key Stage 1 can choose an activity from a list. Key Stage 2 are set tasks.

Conclusion
At Bosley St Mary’s CE Primary School, we want our children to become passionate and confident writers, happy and inspired when writing independently. We want them to understand how becoming successful and self-assured writers will aid them in future life.