Our Statement of Intent
We intend to give children the literacy skills they need to access the whole curriculum and to become lifelong learners. We teach phonological awareness skills and systematic phonics in engaging fun ways providing for different learning styles.
As readers, we enable our pupils to learn through high quality teaching all the reading skills they need to become fluent, expressive, curious readers who are able to use a variety of reading skills to read stimulating and interesting texts.
We develop comprehension and inference skills providing pupils with the language and techniques they need to confidently predict, explain, infer and give their viewpoint of texts. By providing a range of high quality, exciting and interesting books in our classrooms and library, we foster a love of reading for purpose and pleasure.
As writers, we develop the skills pupils need in handwriting, structure, genre, style and composition to enable them to express their thoughts, feelings, opinions, knowledge and creativity. We ensure our writing stimuli are interesting, exciting, engaging and capture the interests and imagination of our pupils.
We inspire children to write in the style of key authors, to write about hands on experiences, and to use their imaginations to write creatively.
We celebrate and share our love of reading and writing together.
Statutory Framework for the Early Years Foundation Stage EYFS 2021
Communication and Language
The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing.
Purpose of Study – National Curriculum 2014
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
Our Phonics & Reading Workshop was held on Thursday 28th September, below is the information from that meeting: