Bishopstone Church Of England Primary School

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English - A child’s ability to communicate is vital to all aspects of their learning

We are excited to have signed up to take part in the National Theatre Story Seekers project beginning January 2022

Alterations to English after return March 8th 2021

KS2 English planning                       March/April 2021

What are the key issues identified with writing?

  • Some aspects of writing are particularly difficult to teach remotely and reinforce from afar, such as editing work, spelling and handwriting. We have seen a clear decline in all of these elements from the children that are at home, despite additional support online and tasks aimed specifically at these areas set weekly.
  • Parental involvement with the writing at home has varied greatly from child to child.
  • Both quantity and quality of writing has been impacted. There was significant progress made when the children returned to school from September to December and books demonstrate this, however this has now reverted again during the lockdown from January-March and with children’s writing who have had to self-isolate on top of the lock downs.
  • Orally, when teaching remotely the children have a wide range of ideas and are confident at using a range of vocabulary.
  • On return in September we found that stamina and composition was affected the most, this continues to be the case.
  • We need to have created by July, a strong evidence base in order to support robust judgements in July to assess where children are with reaching expected ARE.
  • Children are not all returning work for teachers to mark and feedback on. They will hold up to the camera, so we know participation is there but it isn’t coming back in.  This is due firstly because they are reliant on parents sending it in for them.

What we must do now – our rationale

  • Small steps, similar to maths. Key building blocks need to be fully understood and revised as opposed to a mass of new subject matter.
  • Practising and focusing on developing their existing knowledge and skills, such as handwriting, grammar and spelling.
  • Short focused pieces of work rather than length to begin with, building up again to a weekly ‘Big Write’ that was successful in previous years.

How will we do this? – our approach

  • We will be using the research collated by Gloucestershire County Council and teach planned, short teaching sequences (5-7 days), having removed for Term 4 the longer units, with a final ‘lengthy’ piece of writing.
  • We will focus on key grammatical skills that we need to teach or re-visit with all children back in the classroom setting.
  • We will follow a more traditional method of teach/apply, teach/apply to embed skills as opposed to fast track more open creative writing constantly.
  • Short burst writing opportunities only for Term 4.
  • We will be following and adapting planning – ‘Hortense and the Shadow’ written by Claire Ridsdale and Yr5/6 will be basing work on The Promise by Nicola Davies.  Training has been given on this by Integra and disseminated by EL.
  • Coverage from the KS2 curriculum is listed below. We are fully prepared not to get through all that is planned and this will be a working document that we will change with weekly reflection. 

We will ensure that all elements are fully understood.

Training attended - Integra (March 21) based on research by Gloucestershire Council around OFSTED findings from the impact of lockdown on children's learning.

NC

Objectives

Year 3

Express time, place and cause using conjunctions, adverbs and prepositions

Use the present perfect form of verbs in contrast to the past tense

Extend the range of sentences with more than one clause by using a wider range of conjunctions

Use paragraphs as a way to group related material – carry over to Term 5

Use headings and sub-headings to aid presentation

Use inverted commas to punctuate direct speech

Ensure the consistent and correct use of tense throughout a piece of writing

Year 4

Use noun phrases expanded by the addition of modifying adjectives, nouns and prepositional phrases

Use fronted adverbials

Extend the range of sentences with more than one clause by using a wider range of conjunctions

Use paragraphs to organise ideas around a theme – carry over to Term 5

Use of inverted commas and other punctuation to indicate direct speech

Ensure the consistent and correct use of tense throughout a piece of writing

 

 

Assessment at the end of July 2021 - To allow national comparison we invested in Rising Stars Reading and SPAG tests.  This was completed with the children, analysis on our July INSET day and alterations made to September planning which focuses on areas that still need further development.  Across the school and now in the SDP we found we still had areas to develop due to the pandemic in phonics, spelling, punctuation, complex sentences.  In reading the issue was answering questions under a time pressure, as they will do in the year 6 sats.  In UPKS2 areas to develop also include comparing texts and author word choice.

No more marking has been placed into the 2021-2022 SDP.  We will be assessing each year group nationally, once a year, through this scheme.  Click here for more information.

 

English at Bishopstone CE Primary

Phonics Intent, Implementation and Impact

Reading Intent, Implementation and Impact

Writing Intent, Implementation and Impact

English as a subject cuts across all areas of the curriculum, but we also plan for english-specific learning every day in school, in line with the expectations of The National Curriculum for English.

The aim is for all Bishopstone children to be confident and enthusiastic speakers, readers and writers.  We provide a broad range of daily activities for children to practice their speaking listening, reading and writing skills. Included in this provision are opportunities for public-speaking and drama activities as well as reading and writing in different styles and for different purposes. 

A home reading scheme is operated from Reception through to Year 6, whereby children bring home books to share with their families each week. Children choose books that have been banded (Oxford Reading Tree) but are supplemented from a variety of additional schemes.  As well as fostering reading, this gives the school and parents a regular way of communicating about their child’s reading. Children in Rec/Yr1/Yr2 should be reading daily, for 20 minutes to an adult – this can be their reading book or other reading matter from home e.g. comic, recipe, online. They will change their books as they complete them. If you wish your child to change their books more often please discuss this with the teacher. At Bishopstone we promote fluency alongside comprehension. 

To assist the children with learning to read and write we use 'Letters and Sounds' - the phonics resource from the DfE.  This is taught from Reception.

In KS2 they change their own book as they need to, having access to a wide range of up-to-date and more traditional books in the school library.  Many children also follow a particular author, collecting and reading those books from home.

Handwriting - The school follows the 'Penpals' Scheme of handwriting throughout the school.  For more information please go to the website - click here and more detailed information can be read in the school handwriting policy.

Parent information document detailing Penpals - click here

Teaching groups

Children are split into three classes for English lessons in the morning:

  • Reception/Year 1/Year 2 - Miss Pearson
  • Year 3/4 - Miss Lindsay/Mrs Golding
  • Year 5/6 - Mrs Morris  

From the DfE - spelling overview from Reception through to Year 6, including spelling lists, click here:

"This appendix provides examples of words embodying each pattern which is taught. Many of the words listed as ‘example words’ for years 1 and 2, including almost all those listed as ‘exception words’, are used frequently in pupils’ writing, and therefore it is worth pupils learning the correct spelling. The ‘exception words’ contain GPCs which have not yet been taught as widely applicable, but this may be because they are applicable in very few age- appropriate words rather than because they are rare in English words in general.

The word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell." 

Reading is fun and an adventure . . follow this link to find booklists for children . . . .

Thank you to those parents who completed the Reading Survey - June 2019.  We have used this to alter our use of reading diaries and deepen our knowledge of how much children are reading at home.  Please click here for the results. 

Year 5/6 take part in the annual 'Swindon Literacy Festival' at Ridgeway and get to meet and interact with a wide range of authors.  We also encourage book authors and signings to come into school.  Our current author was booked for July 2020 and had to be postponed due to Covid19.

Education is more than filling a child with facts. It starts with posing questions. - D.T. Max