Years 1 to 6
Reading
Children move on from EYFS to develop their reading skills through individual
reading scheme books, school and class library books and shared and guided
reading work in class. Great emphasis is placed upon reading for enjoyment and
classes contain a wide selection of books relating to the children’s learning and
interests in class libraries. Reading homework is encouraged daily throughout
the school and it is suggested that children read widely, not just from their
scheme reading book. children may: Read as a whole class using a class text, novel or extract
 Read as a group with the teacher developing their comprehension skills
 Read individually to a member of staff and/or volunteers. The number of
times this happens depends on the age of the child and their ability in
relation to National.
 Have opportunities to engage with a variety of reading material such as
texts relating to their topic, newspapers, comics or poetry books.
From time to time book and library clubs are held in school to develop children’s
interest in reading. In addition to this children of all ages are read to regularly
by their class teacher. Children are also encouraged to read a wide variety of
poetry and rhymes.
Reading Schemes used in school are ‘project x’ Oxford reading tree’ 'Big Cat'
and Rigby Star
Writing Progression
Children begin mark making in Reception class and when ready move onto
recording individual letters before moving onto writing their own name. Great
emphasis is place on correct pencil grip and formation of letters. In the
reception class children continue to develop their writing skills. As their phonic
knowledge grows children are able to segment words in order to write them,
building up to writing short captions then sentences. Children are encouraged to
use a range of strategies to support their emergent writing such as phonics and
visual labels around the classroom.
Writing is frequently linked to other subjects of the curriculum and the phase
topic for each half term. This ensures that children are best placed with ideas
and vocabulary to support their creative writing. Often writing is taught
through the text that the children are reading at the time. Teachers use
elements of ‘Visual Literacy’ within their curriculum planning, when short
films/videos or pieces of art, act as the stimulus for writing. They also use ‘Talk
for Writing’ strategies, particularly in Key Stage One which promote speaking &
listening activities as an integral first step towards writing.
The classroom environment is key to supporting writing. All classes include a
wide range of visual prompt material to assist the children, including a writing
working wall which shows an overview of the stages of learning the children have
covered in a particular unit of work and supports children in self and peer
assessment strategies.
Spelling (School Development Priority 2014/15)
From Y1 to Y6 children are given spellings to learn as part of their homework.
Children will be expected to learn spellings relating to a class objective taken
from the English National Curriculum and high frequency words. This learning is
supported in school by regular teaching of spelling strategies to improve
children's accuracy in spelling. Spelling is given a high priority in classwork
where children are encouraged to correct spellings as necessary. Spelling word
lists are also displayed in the classroom.
Handwriting (School Development Priority 2014/15)
To support children’s handwriting the school we have invested in the Penpals
handwriting scheme from Reception to Y6 and this will be used from December
2014. Classes will undertake weekly handwriting practice based on the style
from the scheme.
Children are encouraged at all times to write neatly and form their letters
correctly. Emphasis is also placed on pencil grip and particularly on good posture
for writing. Children are taught to begin joining their handwriting during Y2 and
in Y3 move towards writing with a pen rather than pencil. During KS2 children
are encouraged to consolidate their knowledge and skills in joining their
handwriting, moving towards developing their own neat handwriting style.