Intent: 

At Middlemarch School, we believe that our English curriculum should develop children’s love of reading and writing.  Our aim is that by the end of Year 6, children will transition to their secondary school with a good command of the English language – both written and verbal and be able to write with meaning for a range of purposes and audiences.  Throughout their time with us at Middlemarch, we aim to expose pupils to a range of genres, styles and authors to broaden their life experiences and develop reading for pleasure. 

  

Implementation of the Reading Curriculum at Middlemarch School: 

In our school, reading is developed through secure understanding of the curriculum and subject area.  

Planning 

1. Long term: National Curriculum  

2. Medium term: English lessons are linked to our whole class text. This, in turn, links to our term’s topic which ensures that whole texts are discussed in detail to enable rich discussions to take place surrounding author’s intent, purpose and language choices.  

3. Short term: Lessons supported by Ashley Booth's Reading Scaffold 

• Three reading lessons per week – whole class teaching  

• 9.00- 9.40am  

Ashley Booth's Reading Scaffold: 

Lessons are mapped out across each year group to ensure a broad coverage of themes, for example: poetry, children's classics, Shakespeare, spooky openings, graphic novels, inspirational women, electricity etc. This ensures children gather a wide range of vocabulary and are exposed to a range of text types, providing them with wider world understanding. Some topics are chosen to link to prior knowledge or their current topic, for example a science or history topic.  

Each lesson will begin with exploring the text as a class, in pairs/groups or individually, then answering some retrieval questions to assess understanding and exploring vocabulary. Questions thereafter then vary and are related to the Reading Domains. Children are encouraged to discuss, share and debate ideas and answers, as Spoken Language is a key part of our reading lessons, then some answers are written in books to consolidate knowledge and practise answering reading questions using evidence from the text to support their answers. Regular verbal feedback is given to the children to ensure that their ideas are built upon and extended.  

Teaching  

The teaching of reading is interwoven throughout English lessons to ensure children are given the opportunity to develop a deep understanding of the texts taught. Teachers effectively deploy adults, including through the use of intervention groups, to identify barriers to reading and overcome these through small group work and 1:1 interventions. Pupils whose reading or spelling age is significantly below their chronological age are put forward to be included in an EPATT 1:1 intervention (an evidence-based literacy intervention, focusing on mastering reading fluency and accuracy) following discussions with the SEN department. 

Middlemarch School uses Twinkl Phonics, in conjunction with Rhino Readers, in Year 3 as their first response to phonic gaps in lower school, after completing a Phonics Screening Check as a baseline when arriving with us. As a second wave intervention, Middlemarch deploys specialist teaching assistants to improve specific reading difficulties in small groups, again using Twinkl Phonics to ensure prior knowledge is built upon. Children who are new to England receive support as per advice from the local authority training and are placed with peers who are fluent readers who provide a positive reading model. Technology, vocabulary mats and dual language resources are used to support children with their independent learning.  

Reading for Pleasure  

Staff at Middlemarch School understand the importance of pupils developing an enjoyment of reading and aim to give every pupil the opportunity to foster a love of reading. A range of texts are included within our curriculum which aim to engage pupils while deepening their understanding of their current topic, and we regularly review the text coverage to ensure that the choices are engaging for our current cohort. 

To engage the whole school in a shared enjoyment of a text, the first two weeks of each term are dedicated to exploring one picture book and producing artwork and writing surrounding the text. This is displayed throughout the school to give children a sense of shared achievement. 

We make time for reading for pleasure within the weekly timetable and aim for pupils to develop autonomy over their reading choices, by allowing them to choose their own reading material from their accelerated reading range, as well as a book for pleasure from our school library, to read at home and in the classroom. A range of new reading material is regularly purchased, taking into account children’s preferences around texts, to refresh and update the library and home-reader selections. Children are surveyed prior to purchasing to ensure that new material reflects the broad interests of our pupils. 

Upon joining Middlemarch, parents sign the home-school reading agreement which states that pupils are to read at home three times a week, with this being monitored by staff. Rewards are available to pupils in line with the school reward system. 

Accelerated Reader  

Accelerated Reader is a computer-based reading comprehension programme which allows children to access comprehension quizzes on the books they are reading which helps to promote reading for pleasure across the school. Children are assessed half-termly to determine their reading range and then pupils are allowed to select their own choice of book within their range. This ensures that pupils are selecting books at the correct pitch and challenge. At regular intervals, children are quizzed to ensure that they are comprehending the books they are selecting to read for themselves. Progress is measured in terms of reading age and oral fluency.  

Assessment –  

· Years 3, 4 and 5 complete summative assessment through NFER papers once per term.  

· Year 6 complete past papers in the Autumn term and Spring before completing SATs in May of each year.  

· Formative assessment as feedback is given during reading lessons and may be written or verbal.  

· Accelerated Reader assessments are completed at the end of each half term. Teachers administer the Star reading test and use the results to inform children’s next steps.  

· All of the above will be monitored and discussed during pupil progress meeting and staff performance management. 

Implementation of the Spelling Curriculum at Middlemarch School  

In our school, spelling is developed through secure understanding of the curriculum and subject area.  

Planning  

1. Long term: National Curriculum  

2. Medium term: Spelling lists are generated using the Purple Mash spelling scheme. 

3. Short term: Lessons supported by a range of appropriate material e.g. Purple Mash PowerPoints and activities. 

Daily spelling lessons for 15 minutes in Year 3, 4 and 5. 

A discrete 40-minute lesson in year 6 once a week, supported with continuous exposure throughout SPAG and English lessons throughout the week.  

Teaching  

Spelling lessons are taught discretely, allowing for children to be introduced to the new spelling rule, investigation work to be explored and to be given time to practise before attempting to use it within context. Teachers effectively deploy adults, including through the use of intervention groups, to identify barriers to spelling and overcome these through small group work and 1:1 interventions, following discussions with the SEN department.   

Assessment –  

· Years 3, 4 and 5 complete summative assessment through NFER papers once per term.  

· Year 6 complete past papers in the Autumn term and Spring before completing SATs in May of each year.  

· Formative assessment is feedback given during every spelling lesson and may be written or verbal. 

· All of the above will be monitored and discussed during pupil progress meeting and staff performance management. 

  

Implementation of the Writing Curriculum at Middlemarch School  

In our school, writing is developed through secure understanding of the curriculum and subject area using class texts as a starting point.    

Planning  

1. Long term: National Curriculum  

2. Medium term: Writing lessons are linked to our whole class text. This, in turn, links to our term’s topic which ensures that whole texts are discussed in detail to enable pupils to develop their writing. 

3. Short term: Lessons supported by a range of resources at teachers’ discretion. 

• Five English lessons per week – whole class teaching.  1 hour. 

Teaching 

Writing is taught in year groups and is mostly based around a main class text. We ensure we are writing for a purpose with our audience always in mind. We follow Literacy Shed’s Poetry Progression, to ensure children are taught all types of poetry during their time here and use Literacy Shed videos at least once a term, to ensure children are writing using different stimulus.  

Vocabulary is explored within the classroom and investigated as a class to extend children’s knowledge and understanding to enable pupils to use it in their independent writing.   

Pobble365 is used twice a week for 40 minutes in Year 3,4 and 5 to build writing fluency, creativity and stamina as each day there is a different picture stimulus, exposing children to a range of vocabulary. 

Teachers effectively deploy adults, including through the use of intervention groups, to support pupils with their writing.  As a second wave intervention, Middlemarch deploys a specialist teaching assistant to improve specific writing difficulties in a small group. Children who are new to England receive support as per advice from the local authority training and are placed with peers who are able writers who provide a positive writing model. Technology, vocabulary mats and dual language resources are used to support children with their independent learning.  

Assessment –  

· Each class teacher assesses pupils’ writing every term by looking at a broad range of written work. Class teachers use statements to agree on pupils’ levels. 

· Formative assessment is feedback given during every lesson and may be written or verbal. 

· All of the above will be monitored and discussed during pupil progress meeting and staff performance management.