Albourne C E School Community is committed to providing high quality education through a broad, balanced and ambitious curriculum which is accessible to all pupils. All pupils are included in every aspect of school life, in an environment where pupils and adults are equally valued and respected so that everyone can live life in all its fullness.
The overarching intent for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. We aim to ensure that all our pupils:
v Develop reading skills so that they become proficient, enthusiastic, knowledgeable and responsive to a variety of texts.
v Develop the habit of reading widely and often, for both pleasure and information.
v Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
v Appreciate our rich and varied literary heritage.
v Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences in both English sessions and across the curriculum.
v Enjoy writing and recognise its value alongside the importance of planning, drafting, editing, proof-reading and evaluating their work.
v Enjoy writing, listening and performing poetry.
v Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.
v Are challenged appropriately with timely feedback and to enable the more able to develop higher order skills.
v Are competent in communicating effectively through speaking and listening, making formal presentations, demonstrating to others and participating in debate.
v Develop children’s abilities to reflect on their own and others’ contributions.
v Understand phonics and use this knowledge to read and spell accurately.
v Produce well-presented work using good, legible handwriting.
English is a core subject in the National Curriculum. Therefore, it is taught daily through speaking and listening/drama activities; purposeful writing tasks; guided reading; spelling/phonics work; handwriting practice and other core and foundation subjects. At Albourne, we are committed to a creative curriculum, which helps pupils make links and connections with other areas of learning.
All teachers use the objectives of the National Curriculum as the focus of their planning. Teachers plan English based on their theme. Each year group creates a medium term plan for English, which focuses on the outcome and main teaching objectives for the term. This also outlines the steps to meet the outcome including quality key texts, opportunities for choice, grammar, punctuation and spelling (GPS) and guided reading opportunities. Wherever possible, we ensure children are writing for a real purpose. These plans define what we teach and ensure an appropriate balance and distribution of learning.
Class teachers complete either weekly or block plans for the teaching of English. This details the specific learning objectives for each skill and gives details of how the skills are to be taught, taking into account different learning styles and interests. It also gives details of what each group of children will be learning and guided teacher sessions.
Supporting and challenging all learners
There are children of differing ability in all classes at Albourne. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. In plans, the work will be differentiated according to need. This may include extra support or extra challenge to further the child’s thinking/understanding. Chilli challenges may also be given so the children can choose their own level of challenge. This means the children or the teacher can move children on when they feel they are able.
All children are given SMART targets, which are recorded on target cards. Children are expected to work on their targets during English lessons and during foundation lessons with a writing content. Once a child feels they have met their target they use a purple sticker, which is assessed by the teacher to see if it is achieved (Year 1 children achieve this while supported by the teacher). If it has, a sticker will show where it has been achieved and the date met will be marked on the target sheet. New targets will then be set with the child.
There are children at Albourne who are learning English as an additional language. Provision for these children is outlined in our Inclusion policy. Provision maps are in place for all SEN and children accessing intervention programmes.
This policy is drawn up with due regard to and operates within the school’s Equal Opportunities Policy.
Teachers use informal daily assessment based on a specific activity. It centres on the learning objectives and informs the teacher’s future planning for individuals or groups. Outcomes are measured against the success criteria and may be recorded in teacher’s or teaching assistant’s notes/ children’s books or as targets for the pupils. The school’s Feedback and Marking Policy is integral to this process. Assessment is an ongoing process and reading/writing skills are assessed in all curriculum areas not just in English lessons. Support staff are also involved in the assessment process through their observations, annotations, feedback to the teacher and feedback to the children. Children are encouraged to self-assess their work against their targets/ learning objectives/ chilli challenges and use peer assessment to support each other’s learning.
The staff moderate reading/writing in planned meetings to ensure consistency in practice as well as an understanding of whether the child is on track to meet/meeting the end of year expectations. The teacher is then responsible for putting all data onto a tracking windscreen, which will be discussed with SLT.
Extra assessments may be provided in the form of tests to individuals or groups to determine individual progress in greater detail or for diagnostic purposes when starting an intervention programme.
Formative and summative assessments are used to evaluate progress against school and national targets. Tracking of data informs planning for the new school year.