English Vision Statement
We at St. Elizabeth’s Catholic Primary aim to provide a lively, stimulating environment in which staff are committed to encouraging individual, group and class activities which promote rich and appropriate speaking, listening, reading and writing experiences.
Children come to our school with varying levels of language skill which we extend and deepen through a variety of language experiences.
All English teaching will contribute to skill development in the following areas:
- Speaking and Listening
We believe that English is a fundamental life skill enabling children to develop their speaking, listening, reading and writing for a wide range of purposes. The knowledge and skills involved in speaking and listening, reading and writing are vital to success within all areas of education.
We believe that sound English skills are a necessary preparation to allow our pupils to effectively engage in adult life. English also fosters the ability to use language purposefully and creatively, to encourage powers of imagination and to promote spiritual, moral and cultural understanding.
At St. Elizabeth’s Primary School, we believe that English is a fundamental life skill: reading, writing and oracy underpin all of the key aspects of our curriculum. Children come to our school with varying levels of language skills, we strive to extend and deepen these skills through a cross- curricular approach inspired by quality texts.
At St. Elizabeth’s we aim to foster a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want our children to appreciate our rich and varied literary heritage and establish a habit of reading widely and often, finding pleasure in what they read. We want our children to be confident in the art of speaking and listening, using discussion to further their learning.
At St. Elizabeth’s we aim to provide a lively, stimulating environment in which staff are committed to promoting a wide variety of literary experiences. We believe that the knowledge and skills involved in speaking and listening, reading and writing are vital to success within all areas of education and will prepare our children to effectively engage in adult life.
Evidence indicates that success in literacy relies on the secure development of language and these skills are amongst the best predictors of educational success (Educational Endowment Foundation, 2020).
English is a core subject in the National Curriculum. We use the National Curriculum and Letters and Sounds to inform our planning and as the basis for implementing the statutory requirements of the programme of study for English. In accordance with the planning procedures, English is planned both discretely and as a vehicle for learning in other areas. English lessons are complemented by regular Basic Skills sessions which include grammar, handwriting and spelling sessions.
The skills that children develop in English are linked to, and applied in, every subject of our curriculum. The children’s skills in reading, writing, speaking and listening enable them to communicate and express themselves in all areas of their work in school.
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.
The national curriculum for English aims to ensure that all pupils:
– read easily, fluently and with good understanding
– develop the habit of reading widely and often, for both pleasure and information
– acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
– appreciate our rich and varied literary heritage
– write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
– use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
– are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
We strive to ensure that our children’s attainment is in line or exceeds their potential when we consider the varied starting points of all our children. We measure this using a range of materials, whilst always considering the age-related expectations for each year group. We intend that the impact of our English curriculum will ensure our pupils are academically prepared for life beyond primary school and throughout their education journey.
We use both formative and summative assessment information every day, in every lesson. Staff use this information to inform their short-term planning and short-term interventions. This helps us provide the best possible support for all of our pupils, including the more able.
In Reading, staff use formative assessment grids to systematically assess what the children know and to inform their future planning. These formative assessment grids then inform summative assessment judgements alongside standardised tests which are used twice a year.
In Phonics, staff use Phonic Phase assessment trackers to systematically assess what the children know and to inform future planning and intervention. Staff use formative assessment daily during Phonics lessons to continually assess the needs of a children.
In Writing, staff use formative assessment grids, which include grammar, punctuation and spelling objectives, to systematically assess what the children know and to inform their future planning. These formative assessment grids then inform summative assessment judgments made at the end of each term.
Assessment information is collected frequently and analysed as part of our monitoring cycle. This process provides an accurate and comprehensive understanding of the quality of education in English. A comprehensive monitoring cycle is developed at the beginning of each academic year. This identifies when monitoring is undertaken. The last English monitoring took place on 7th December 2022. Monitoring in English includes: book scrutiny, lesson observations and/or learning walks, pupil/parent and/or staff voice.
All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.
English Programmes of Study