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St Joseph's Catholic

English Intent Statement

English is to be able to speak, read and write with confidence, accuracy and clarity.

At St Joseph’s, we believe success in English is a keystone to academic success and we intend that our children will have a passion for all forms of communication.

St Joseph’s intentions for English are centered on the delivery of the National Curriculum and we will ensure that all our children:

 Speaking and Listening

  • Speak clearly, fluently and confidently to different people
  • Listen with concentration, understanding and respond appropriately to others
  • Use the vocabulary and grammar of Standard English
  • Enable the children to adapt their speech to a wide range of circumstances and demands
  • Develop the skills of questioning, debate, argument and speculation
  • Be able to articulate their ideas and thoughts

 Reading

We will enable our children to become confident and effective readers: 

  • Our children will have excellent phonic knowledge which will enable them to decode words
  • Will be experienced in using a range of strategies to decipher and understand text- grammatical knowledge, knowledge of context, word recognition and graphic knowledge
  • Will benefit from research based comprehension teaching strategies to that they are able to understand and respond to texts they have read
  • Will read, analyse and evaluate a wide range of texts
  • Be able to select appropriate reading materials
  • Will be experienced readers who are able to read fluently for pleasure and information
  • Will understand a wide and rich vocabulary
  • Will have heard experienced readers read a range of classic texts and genres

 Writing

We aim to develop a positive attitude to writing and to extend the children’s abilities to express their thoughts and ideas on paper, thus enabling them to communicate clearly through the written word

  • Our children will be confident, accurate writers who organise and structure sentences grammatically and whole texts coherently
  • Who are able to write with the ability to adapt their style and language for different genres to suit the audience, purpose and context they will develop
  • Are able to identify their own areas for improvement in all pieces of writing and will be skilled writers who craft their written work by planning, drafting, revising and editing their own writing,
  • Will have an excellent knowledge of, and apply accurately, age appropriate grammar, punctuation and spelling
  • Be adventurous and sophisticated in their choice of vocabulary, will build upon the links between reading and writing,
  • Have fluent and legible handwriting.

Phonics and Early Reading

We follow the Little Wandle programme which concentrates on activities to promote speaking and listening skills, phonological awareness and oral blending.

We teach systematic synthetic phonics from Reception upwards and cover all phases sequentially. As soon as Reception start full time we begin with teaching Phase 2 and teach a set per week.

Reception, Year 1 and Year 2 teach phonics daily five times a week and follow the DfE structure:

  1. Revisit and Review

  2. Teach and Practice

  3. Practise and Apply

Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.

Children are assessed termly against the phase that has been taught to them in order to get a snapshot of progress. This informs planning and next steps for pupils.

Further information and resources can be found at https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/

Children are given regular opportunities to apply the phonics they have learned to read fully decodable books. The phonic progression in books match the progression of Little Wandle Letters and Sounds.

The reading practice sessions have been designed to focus on three key reading skills:

• decoding

• prosody – reading with meaning, stress and intonation

• comprehension – understanding the text.

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