We follow the government guidance set out in the Primary Framework for the teaching of English, and we plan units of teaching for English through an integrated curriculum structure so that there is a real context for the work undertaken. We adhere to the National Curriculum Framework.
From their very first day at school children will be systematically taught the skills they need to be able to read independently. Phonics teaching begins when the children start school in Reception and while children are developing their ability to recognise, use and blend letter sounds, they are introduced to the joy of reading through immersion in picture books, big books, stories and factual books.
Reading books for them to take home are carefully graded to ensure that children are being appropriately challenged. We value and recognise the support of parents, and give guidance about how you can help your child to read, both in the early stages and later on, when they are really fluent. We also have extra support available from specially trained teaching assistants for any children who are not making the appropriate progress, believing that early intervention is best.
We follow the Letters and Sounds and No Nonsense Spelling schemes of work.
CLICK THE LINKS BELOW FOR GUIDANCE ON HOW YOU CAN SUPPORT YOUR CHILD WITH READING
The children at Lapford School are encouraged to write daily and in class they work on developing their skills to write at length, with accurate spelling and punctuation. Through schemes such as ‘No-nonsense Spelling’ and ‘No-nonsense Grammar’, the children are taught discrete grammar and spelling skills through fun ways. Lessons typically cover an aspect of grammar, punctuation and spelling three times a week. This has had a positive impact on our Spelling Punctuation and Grammar results in the SATS.
Children’s writing includes narratives, explanations, descriptions, poetry comparisons, summaries and evaluations and stories. Often, English lessons are taught with a book at the forefront of the planning. We believe the sharing of stories and books in class develops essential skills for learning, such as: developing a higher aptitude for learning; developing speech skills; improving communication skills; generating logical thinking; and enhancing concentration. We carefully choose our class books to engage readers. Recent examples have included ‘A Squash and a Squeeze’ by Julia Donaldson, ‘Confessions of an Imaginary Friend’ by Michelle Cueva, ‘Rooftoppers’ by Katherine Rundell and Sharon Gosling’s ‘The Diamond Thief’.
Teachers at Lapford Primary School proactively develop vocabulary, building systematically on children’s current knowledge. We feel this increases pupils’ store of words in general; simultaneously, they should also make links between known and new vocabulary and discuss the shades of meaning in similar words. It is particularly important to introduce children into the language which defines each subject in its own right, such as accurate mathematical and scientific language.