English

As soon as the children start Reception, we begin to teach them phonics using the Little Wandle Scheme.

Every day they are taught phonics and have reading books that match the sounds they already know. Blending these sounds together helps them to build a vocabulary enabling greater success in reading. Trained adults known in school as "the reading squad" support each class in KS1 3 times a week with small group reading the same book 3 times. Firstly they practise decoding (correct sounding out and blending) then prosody (fluency and expression) then finally a comprehension session (remembering and finding information) from the book. Mrs Coughlin, Mrs Ballentine and Mrs Fyfe are all part of reading squads enabling senior leaders in school to be at the heart of early reading.

These books also come home so the children can read to their families with success and build an enjoyment of reading. Parents, please follow the link for additional help and information.

At Hautes Capelles Primary School reading is a priority and this development begins with phonics taught in Reception and Key Stage One.  As soon as the children start Reception we begin to teach them phonics through the systematic, synthetic phonics programme, Little Wandle Letters and Sounds Pupils are taught phonics every day and have reading books that match the sounds they already know. Blending these sounds together helps them to build a vocabulary enabling greater success in reading. Trained adults known in school as the "Reading squad" support each class in KS1 3 times a week reading the same book three times . Firstly they practise decoding (correct sounding out and blending) Then prosidy (reading fluently with expression) then finally a comprehension session (remembering and finding information) from the book. This book is also sent home for the children to continue their reading practice with adults who care for them.The senior leaders including Mrs Coughlin the Head Teacher are all part of reading squads, enabling senior leaders to be at the heart of early reading. 

Further information about the Little Wandle scheme can be found on our Foundation Curriculum page or the post about Phonics on the English page.

Our aim is to ensure all pupils develop the skills and knowledge that they need to develop as confident readers who can successfully decode and comprehend texts. We promote reading throughout our curriculum and pupils are taught to develop their reading skills every day through our text rich learning environment.

Reading for Pleasure

We believe that reading good quality text is essential for children to develop a love of reading. We want our children to be excited and enthusiastic about reading and make them want to pick up books independently. Children at Hautes Capelles are given regular opportunities to read for pleasure and teachers read aloud to the children every day including in assembly. We read from a range of genres - non-fiction, poetry, picture books and chapter books to provide a good balance and work with parents to encourage reading at home.

The recommended book lists below give examples of high quality texts for each year group. These are taken from https://www.thereaderteacher.com 

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Our writing curriculum is carefully planned with progression across year groups, ensuring that a range of literature from fiction, non-fiction and poetry is used, as well as exploring and valuing literature from different cultures and heritages. 

Pupils in EYFS will be provided with opportunities to engage in writing and talk around writing through the use of role play, small world scenarios, stories and daily phonics sessions. They will develop their early writing skills through strengthening their gross motor and fine motor skills, which evolves further as they move throughout the school.

We have designed the curriculum to best suit the needs of our pupils and to spark interest, challenge and curiosity. We use high quality core texts to create writing sequences whereby pupils are provided with opportunities to write for real purposes and real audiences. Where applicable, texts are linked to the History/Geography/Science topic being studied. Spelling, punctuation and grammar are taught in the context of pupil’s own writing, and through discrete lessons.

Our writing sequences ensure:

There are high quality model texts for the children to deconstruct and analyse with their teacher. The model writes are based on the core text and focus on specific grammar aims obtained from our grammar progression.

Pupils have opportunities for talk within writing lessons in order to engage and understand the core text thoroughly through a range of drama activities such as freeze frames, role play and conscience alleys.

There are ample opportunities for teachers to model writing skills by teaching pupils how to create, improve and revise their writing through shared writing, whiteboard work and WAGOLLs (What A Good One Looks Like)

Opportunities are provided for pupils to become critical readers of their own writing by using self or peer-evaluation and by checking their work independently for sense, precision and meaning. They use ‘purple polishing pens’ to edit and improve their work.

Pupils are provided with a range of vocabulary and word mats to support them with their writing.

Pupils are taught to develop their ability to organise and present their writing.

Talking is fundamental to learning. Pupils are encouraged to speak clearly, confidently and with expression in order to state their ideas and opinions. Just as important is the need to listen carefully to others and respond in appropriate ways. 

At Hautes Capelles, pupils are given opportunities in all areas of the curriculum to develop their speaking and listening skills, in paired, group or whole class situations. Therefore, role play and drama activities are intrinsic elements of speaking and listening across the school, as well as additional opportunities such as class assemblies and class My Space/VIP talks. 

Vocabulary development is promoted across the school by using strategies and ideas from the ‘Word Aware’ program, which promotes a method called STAR (Select, Teach, Activate and Review). This process ensures the children encounter the new words many times and many different ways.