At Moss Park Infants School, we apply a core text and a memorable experience to the teaching of English and opportunities for English across the curriculum. From EYFS to Y2, children are immersed and shaped in a literary world, with the aim of developing their love of both literature and English. We strive to become creative writers.

 

At Moss Park Infants School children are given the opportunities to become ‘readers and writers’, developing their skills of spoken language through talk for writing and a real sense of purpose to writing. Early reading underpins the development of spoken language and children then strive to develop and enrich their vocabulary making links to phonics, reading and writing application.

 

Moss Park Infants follows the National Curriculum for England which is enhanced with a clear focus on ‘talk for writing’, to ensure that children have a clear development of how to become independent and creative writers. There is a real importance within our school curriculum that writing has a purpose so reading and writing is woven into curriculum links so that all children see and learn how English has such meaning to their learning.

 

Implementation

Teachers promote high standards of language and literacy by equipping children with a strong command of the spoken and written language. Moss Park has created vocabulary rich learning environments that greet the children at the turn of every corner of our school. Rich reading environments provide our children with ‘stop and look’ opportunities and ‘come and read moments’, that are used throughout the day. Children are always spotted using the areas in daily guided reading sessions, inspired moments of creativity or as they pass through and pause to reflect on what being a reader means to them.  It is cool to be caught reading.

 

Early Years

In Early Years, the teaching of English is broken into small segments and is taught throughout the day.  There is an exciting mix of direct teaching with teachers and teaching assistants and self-led activities in the continual provision that is stimulated by children’s outcomes. Phonics lessons are taught every day and are then reflected timely so that children can practice, rehearse and take their learning further beyond the direct teaching that is why you will always find phonics and reading to tightly knitted and well match to all children’s next steps. Guided reading plays an integral role to early reading and reading for pleasure. This shared belief runs across the whole school so when children leave the Early Years they are well equipped with the reading skills to begin their Key stage 1 Journey.  

Phonics is taught using the systematic Phonics Programme, ‘Letters and Sounds’. This is shaped by teacher’s knowledge of the children and a very clear reading programme that is well matched to sounds that each child is learning. Guided reading, 1:1, phonics and reading as writers creates a full and complimentary picture for each child ensuring that progression develops timely.

 

Key stage 1  

In Key stage 1children have a daily English lesson, including daily Phonics. The approach of using literature at the heart of the English Curriculum, ensures that children are exposed to a wide-range of significant authors and a variety of fiction, non-fiction and poetry. We use high quality books, ensuring that objectives for reading and writing, including those for grammar can have purpose. We will always aim for our writing opportunities to be meaningful; whether short or long and that the audience is clear.

Reading comprehension is explicitly embedded through prediction and inference and spelling skills are explored and linked to vocabulary acquisition and through developing the systematic phonics approach.

Guided reading plays an integral role as this continues to develop children’s reading and strategies for decoding and provides a much focused approach to developing comprehension and inference skills.

English is underpinned by the talk for writing approach. Speaking and listening develops opportunities to hear and establish clear vocabulary. Children are encouraged to walk through their stories using speech as a vehicle so that they develop correct language to apply to the appropriate text type.

 

From Early Years to Year 2 teachers plan lots of opportunities for children to practise their writing skills within other curriculum areas and not just in English lessons.

 

Reading Schemes

In Early Years, we use the reading scheme Dandelion Launchers to teach children to read phonetically, Bug Club and Oxford Reading Tree.

In Key Stage 1 we use Oxford Reading Tree, Bug Club and Big Cat reading books to ensure that phonic ability is matched finely to each child’s reading level.

 

Moss Park Infants has a rich and well-resourced progressive home reading library. Children have a rich book choice so that they experience fiction, non-fiction and poetry while still keeping that passion for reading that starts as soon as they learn with us.

 

Promoting a love of reading and enrichment

A reading culture is embedded throughout our school;

• Classrooms have their own library and reading corners which are matched to their foundation themes and change half termly.
• Children are read to daily by their teacher purely for enjoyment we like to call this ‘Share a book’
• Local author and poet visits
• World Book Day 
• Corridors have a rich and magical ethos that links books into subject knowledge that children can talk about. Books are more than books in our school, they have a meaning
• School library invites all children from across the school a rich place to learn. The library creates both a calm and relaxed place to be caught reading. Small groups use this space daily where guided reading, reading intervention and reading for pleasure all happens.
• Corridor displays show a wealth of writing across the curriculum. Using core texts and memorable experiences children across school are encouraged to write passionately from their heart. From stories to labels and captions our children own their environments and it’s not just the classrooms.
• Class and school signage is all created by the children. Our ethos believes in every child. As a rights respecting school children decide how they can keep themselves and others safe and informed and they believe that by being the creators it has a clear message.

 

How can I help my child with reading at home?

Read with your child for 10-15 minutes each day or more. Ask them questions about their reading. Your child’s reading record is our way of keeping a good record of their reading where we invite families to comment on their child’s reading so that we have good communication at home. We encourage children to change their reading book daily or as often as they would like. We love reading so we have no limit on the number of times you change your book. We simply ask that it is signed for to keep a comprehensive and up-to-date record.

 

Assessment

Reading, writing and spelling punctuation and grammar (Y2) is assessed half termly against the statutory requirements of the National Curriculum using our school comprehensive tracking system. In addition to this senior leaders and The English lead regularly moderate English books and meet class teachers to discuss individual progress and attainment. Lesson drop in and pupil voice also help in inform accurate assessment and it is our shared and open ethos that allows for class teachers to learn from their colleagues and share best practice. We teach our children to reflect and learn from each other and we also pride ourselves with this strong belief.

 

National Curriculum Testing

Y1 and Y2 children will undergo a Phonics screening check. At the end of each Key Stage, children are required to sit end of Key Stage assessments (SATS) to assess their attainment and progress in reading.