Webheath Academy Primary School

        IMPLEMENTATION

These aims are embedded across our English lessons and the wider curriculum. We have a rigorous and well organised English curriculum that provides many purposeful opportunities for reading, writing and discussion. At Webheath, we believe that writing is strengthened by instilling a love for reading within our pupils. We value the importance of reading to supplement writing, providing a purpose and a context to writing. We believe that pupils who are provided a reason for writing demonstrate flair and effective writing composition, leading to high quality outcomes. Our English curriculum is derived around a sequence of high quality age-appropriate texts. We use each book to create opportunities to develop reading fluency and comprehension with a focus on key reading strategies and skills; develop grammar and punctuation knowledge and understanding to use and apply across the wider curriculum; explore the writing structure and features of different genres, identify the purpose and audience; plan and write an initial piece of writing with a clear context and purpose before evaluating the effectiveness of writing by editing and redrafting.

We teach English as whole class lessons, so that all children have access to the age-related skills and knowledge contained in the National Curriculum. Core English lessons are supplemented with spelling, punctuation and grammar lessons which correspond to the genre being written to support the writing process. (The Sound Start program, followed by No Nonsense Spelling scheme are followed to sequence the teaching of spelling rules and patterns.) Children are then supported in how to apply spelling, grammar and punctuation within a context through high quality modelling before moving on to plan, write and re-draft their piece appropriate to the identified audience and purpose. Each year group have a yearly overview of the writing skills and the coverage of fiction, non-fiction and poetry that twill be taught during that year. These have been planned to ensure coverage and exposure to genres is robust and progressive.

We endeavour to ensure we provide our pupils with a 'language rich' environment.  We do this by ensuring children have access and use a wide range of quality text, planning and celebrating new and ambitious vocabulary across the whole curriculum to ensure children acquire an understanding of tricky language,  and use of displays and working walls. These working walls are current and the learning journey is documented. Class teachers ensure that the writing process is clearly evident on working walls, with modelled examples being available to all pupils as the sequence of lessons develops, and key terminology and vocabulary remain consistent for all pupils to access everyday.

In this writing process, children receive frequent feedback from teachers and their peers; teachers endeavour to provide ‘in the moment’ feedback in lessons to maximise impact on the child’s written outcomes.  Teachers follow the school’s Marking Policy, use their professional judgement when to conduct a summative assessment and report on the assessment system (Arbor) on the pupil's standards determined against year specific Key Performance Indicators.

Within lessons, teachers and teaching assistants target support in closing the gap for identified pupils and challenge the more able. This may involve a greater level of scaffolding and access to additional support materials such as Writers Toolkits, Word Banks or a greater level of modelling. More able are given opportunities to extend their writing in a variety of ways, including through showing greater control in their writing, writing from an alternative perspective, a deeper understanding of the impact that their writing has on the reader and by using a higher level of vocabulary and grammar features.

        IMPACT

The effectiveness and impact of our English Writing, Grammar and Spelling curriculum is measured in a variety of different ways. We use National and summative testing to assess pupils' outcomes for Grammar, Punctuation and Spelling as part of the Statutory Assessment Tests (SATs for Year 6 pupils) and timely summative writing assessments across school which enables pupils' progress and attainment to be evaluated and inform teachers of pupils' next steps and successes which are shared with the pupils. Additionally, pupils complete writing assessments which are comparatively judged using the ‘No More Marking’ process, this provides us with a nationally standardised score, a writing age, and a comparison with other schools performances.  We also ensure we moderate written pieces within our own school and externally with other primary schools. The impact of the curriculum can be seen through pupils' national assessment results. 

Through lesson and pupils' book monitoring, it is evident that pupils are being well supported to acquire the necessary skills and subject knowledge in order to become established and confident writers and work monitored in books demonstrates that the curriculum is taught at an age-appropriate standard across each year group, with additional opportunities planned to close the gap and for pupils to demonstrate their ability to work at a higher standard. Lesson observations demonstrate that learning is being broken down into smaller steps and modelling supports pupils in the writing process - ensuring that the subject as a whole is regularly being reviewed to ensure learning is being embedded into pupils' long term memory.

Pupils’ voice and talking to the children about their learning measures the impact of our English curriculum.  Pupils’ voice at Webheath reflects that children are enjoying writing, feel supported and can talk about the subject and curriculum opportunities.