English

Intent

When our children leave Martello Primary we expect them to be avid readers, children who read fluently and widely and are able to express preferences and opinions about the texts that they read. We want them to read for pleasure, having had access to a wide range of text types, genres and authors in order for them to make informed opinions about their favourites. 

We want to produce children who write with confidence and accuracy for a variety of purposes and audiences whilst developing their own individual flair. We want our children to be able to write with grammatical accuracy and be able to apply spelling patterns correctly using a neat handwriting style. We aim to expose our children to a wide range of vocabulary so that they are able to decipher new words and then use them when speaking both informally and formally.

We aim for our children to apply all of these English skills to all areas of the curriculum.

We have high expectations for ALL learners, regardless of their needs or starting point.

Reading

Implementation

Early Reading:

At Martello we believe that for all our children to become fluent readers and writers, phonics must be taught through a systematic and structured phonics programme. To ensure the delivery of high quality, systematic phonic work for all children, we use the Read Write Inc. programme developed by Ruth Miskin (https://www.ruthmiskin.com/en/programmes/phonics/). 

In Reception and Year 1, this facilitates a robust and rigorous approach to learning phonics and development as early readers, spellers and writers. This strategy delivers consistent practice, progression and continuity in the teaching and learning of phonics and spelling. Our drive is to impart strategies that teach our children to spell, read and write confidently. 

Early reading is taught through the rigorous teaching and learning of Read, Write Inc. This ensures that children have a secure foundation of basic reading skills. After this programme, the children begin the reading curriculum using whole class texts as well as Talk 4 Writing. 

Reading:

We value reading as a key life skill and ensure reading is a fundamental part of what we do. We are dedicated to enabling our pupils to become lifelong readers by having a holistic approach from when the children start with us in Reception. All children at Martello are exposed to high quality texts across the curriculum and reading skills are taught explicitly in all year groups. As a school, reading has a very high profile. Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school.

Once children have successfully moved on from Read, Write Inc in Year 2,  whole class guided reading is introduced with content mostly delivered through the most current texts or extracts being studied during English lessons. 

Writing

Literacy is the fundamental skill that enriches our daily lives in a wide variety of ways. At Martello, we intend to provide opportunities to engage with high quality, age appropriate, texts to discover language as part of either whole class teaching or independent reading. We have a passion for language and through challenge, choice and creativity, we aspire to transfer this to our children.

Fiction and non-fiction writing opportunities are carefully planned using both class novels and the Talk for Writing approach. Children participate in discussions, presentations, performances, role play, improvisations and debates. These areas of learning develop our children into confident speakers and listeners as well as confident writers. Early writers will call on their own experiences and, as children progress through the school, they develop further by exploring a range of text types. These include extended stories, poetry, diary entries, reports, discussion and many more. As part of the writing process, children are taught to reflect on, edit and improve their writing and its presentation.

Talk for Writing:

The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.

Poetry:

Exposing children to poetry regularly in formal and informal ways helps them to develop an appreciation of many kinds of writers and forms. Enjoying, reading and hearing public poetry regularly develops a shared culture and an acceptance that poetry is important. Poetry is rooted in word games, wordplay, song and rhythm, and it’s particularly important that it should be heard as well as read. At Martello, we believe that children need opportunities to read poetry aloud, join in and hear poets perform their own work. If poetry is not given a voice, if it just stays on the page as a printed object, then it is not going to come alive for most children. The best way to help children to become comfortable with poetry is to make sure they hear a wide range of poetry as often as possible. It is important to hear and feel the distinct rhythms of different voices and dialects, considering what this adds to our own interpretations of poetry. Pupils at Martello have the opportunity to listen to, write, develop and perform their own poetry every term. 

Impact

As we believe that reading is key to all learning, the impact of our English curriculum goes beyond the result of statutory assessments. Children have the opportunity to enter the wide and varied magical worlds that reading opens up to them. As they develop their own interest in books, a deep love of literature across a range of genres cultures and styles is enhanced.

Through the teaching of systematic phonics and reading enquiry, our aim is for children to become fluent and confident readers and writers who can apply their knowledge and experience to a range of genres through the Key Stage 2 curriculum.

As a Year 6, transitioning into secondary school, we aspire that children are fluent, confident and able readers and writers, who can access a range of texts for pleasure and enjoyment, as well as use their reading skills to unlock learning and all areas of the curriculum.