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Handwriting
Reading
There are 6 Bands in our assessment system. Band 1 equates to a Year 1 reader, Band 6 to a Year 6 reader. All of our book boxes match up to the banded system.
They ensure progression and cover all necessary genres. Each level includes all the following genres:-
- Fischer Family Trust (FFT Phonics)
- High Frequency Words
- Fiction
- Non-fiction
- Poetry
- Real Books (Colour banded)
- Traditional Tales
- Classics
- Playscripts
- Graphic Novels
In the early stages – until children have progressed through phase 5 phonics and have consolidated their ability to read a minimum of 200 High Frequency words, in and out of context – it is crucial the children read these books in order as set out in the reading record sheets/on the book boxes and as shown in the Reading Scheme document to ensure continuity in their learning.
Using the book boxes ensures our children develop the crucial ability to understand and be able to discuss in detail the content of each text read regardless of genre. They will read text appropriately whilst making consistent progress through the bands.
Each box contains a variety of genres and each Oxford level incorporates all genres. There will at times be a mis-match in children’s ability to read different texts. This is due to children’s familiarity with one genre over another i.e. non-fiction and poetry are often more of a challenge as children aren’t so familiar with reading such texts as they are with fiction.
The following resources are also used throughout the school, in interventions and the book boxes,
- Project X Phonics – Bands 1 and 2 , Letters and Sounds 1-6. This is a progressive programme linking Letters and Sounds teaching to using and applying in context of story books. Consolidation is built in
- Project X (first and only progressive reading programme taking children through to Band 6 readers. (Same characters as Project X Phonics)
- Code X Intervention Programme used here at JHN. This uses the same characters so children on intervention can use Project X alongside and then continue on the School Reading Scheme providing continuity
Children’s free choices in reading usually entail choices of favourite authors/genres. Most children do not naturally chose books from all genres so find it difficult to access:-
- Non-fiction – Science, History, Geography etc.
- Poetry
- Classics
- Playscripts
- Fiction at a higher level using different writing styles and more challenging vocabulary
The Progressive Reading Scheme in place ensures that a variety of texts and genres are placed in each book box. There are 122 reading boxes. There are approximately 5 boxes for each level. When and how do Children Read at JHN?
All pupils undertake daily reading sessions in various forms i.e. daily guided reading sessions; daily independent silent reading, shared reading in class, reading in English lessons, reading in interventions; etc. Every child reads to an adult in school at least once per week through these practices. We expect parents to read with their child every day.
Pupils can loan a book from the school library to take home and share alongside a book from the reading scheme.
A rigorous reading record system has been implemented throughout the school. This will travel with the child throughout their journey at JHN evidencing in commentary, reading sessions/behaviours, observations, etc.
Home/School Reading Diaries/home reading books allows parents to become partners in supporting their child’s reading development by reading books at home to consolidate their learning each day.
Because our Book Box system aligns with the Assessment system in place, no child will access an inappropriate text.
Other comments/record of reading will be entered into the Reading Records that all children have.
Reading Records – All children have a reading book which relates to the Band they are working within and a Blue Reading Record.
Each Reading Record includes:
- Reading Record Sheet
- Book Box Sheet
Writing
Intent
At John Henry Newman Academy, we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We intend to create confident writers who develop stamina for writing throughout school. We aim for all of our children to be independent writers, building on a range of skills as they work through each journey of writing. Throughout this journey, we ensure that the children are immersed in a range of genres. Our learners will have a secure understanding of the purpose of a text type and intended impact of writing skills/tools. They will have the ability to select vocabulary with careful attention to the desired effect on the readers’ thoughts and feelings. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a joined, handwriting style by the time they move to secondary school. We believe that all good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process. We do not put ‘ceilings’ on what pupils can achieve in writing and we do not hold pre-conceptions about any pupils’ ability to make progress.
We understand the importance of parents and carers in supporting their children to develop both grammar, spelling and composition skills, and so we want to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school.
Our learners are challenged and encouraged to take risks and view mistakes as another part of the learning process. Our learners will always set high expectations for themselves where they take pride in all aspects of learning and in all the writing that they produce.
Implementation
At JHNA, Art is taught in every year group, on a two week cycle. Throughout their time at JHNA, every child is given the opportunity to learn the skills of drawing, painting, printing, sculpture and digital art through the exploration of an initial key artist, craft maker or designer and their work through in-depth discussion. Pupils explore how their art can share commonalities with famous art and use subject-specific vocabulary to discuss key artworks and their own work.
To support teaching, staff access a range of resources and planning as well as working alongside one another to develop an effective and stimulating curriculum with a progression of skills across the school. Teachers follow a clear progression of skills which ensures all pupils are challenged in line with their year group expectations and are given the opportunity to build on their prior knowledge. Opportunities to complete peer assessments are encouraged during lessons to develop pupils who are confident in critiquing artwork, so that they can share their opinions and discuss how to improve and assign their own targets for future lessons.
Our EYFS staff encourage our pupils to explore different media, explore how a range of different mediums can be combined to create a collection of skills and techniques experimenting through colour, design, texture and form. Pupils are provided with daily opportunities to enjoy carefully planned and well-resourced creative areas both indoors and outdoors. Children are encouraged to discuss and develop their communication and language skills through talking about their creations and sharing these through class and group discussions to improve confidence and raise self-esteem.
Key Documents