Values

Intent

Reading

At Marchwood we believe reading is the key to everything, so we are passionate about delivering an exciting, well thought out and planned curriculum.  Reading is both explicitly taught and nurtured for enjoyment through stories, independent choice and text rich environments as a part of every day in our school. We want;

• To foster a lifelong love of reading and support children to understand the fundamental importance of reading for meaning and pleasure in everyday life.
• To create enthusiastic readers who read fluently, accurately and with understanding, demonstrating expression, clarity and confidence
• To support pupils to develop a good linguistic knowledge.
• To support pupils to develop a good linguistic knowledge of vocabulary and grammar.
• To provide a rich diet of stories, poems, rhymes and non-fiction that inspire pupils to read and develop their vocabulary, language comprehension and a appreciation of a wide range of books.
• Develop a deeper level of emotional intelligence and empathy in response to what they have read
• To use reading to enrich learning through carefully designed teaching activities that utilise imaginative stories and thought provoking texts.
• Give children the opportunity to explore, develop and communicate their own ideas and responses to texts.

Writing

• For children to see value and find pleasure in the writing process.
• To offer rich, vibrant opportunities for children to develop and apply their writing skills across the curriculum.
• To teach writing through a range of exciting stimuli including texts, film clips, visitors, meaningful real life and first hand experiences. Children's interests change so at Marchwood we adapt our learning journeys to reflet this. E.g. using clips from current films, participation in the Hampshire picture book awards, visitors relevant to our children's lives.
• Writing lessons to be designed so that they are ambitious for all our children and ensure that our disadvantaged pupils have access to the same opportunities.
• Writing will be modelled regularly so that pupils see the adults as writers and are surrounded by quality examples of writing.
• We intend to provide the children with opportunities to develop a rich vocabulary that will help them bring their own writing to life.
• Children to see themselves as real writers. Children are given opportunities to write letters home and to other organisations.  They create posters to display information, complete class books together which can be accessed by others and have opportunities to read to other classes.
• To equip children with the skills needed to be able to orally rehearse, plan, compose, revise and evaluate their writing

Implementation

Reading

• The EYFS and National Curriculum forms the basis of teaching and learning and dictates the curriculum content for Reading.  
• The ‘Reading skills progression map’ supports planning and ensures there is progression in the development of key skills.  

• The consistent and robust daily teaching and learning of early reading and phonics in FS and KS1 through the use of Little Wandle Letters and Sounds Revised enables pupils to decode unfamiliar words and read with increased speed and fluency. We chose Little Wandle as we believe it supports children at Marchwood with consistency and a clear progression of skills.

• Reading books are closely matched to children’s phonic knowledge. This supports their fluency and development.
• All pupils have opportunities to develop their reading skills daily through reading practise sessions and other opportunities for reading across the curriculum.
• At Marchwood we believe children should have access to books at home so children are actively encouraged to choose new library books every week.  They have access to ‘Soara’  which is provided by the Hampshire Schools Library service and contains thousands of books and magazines for children to borrow online at home. Children are encouraged to read reading books at home with an adult and home school books are provided to aid with this.
• Whole class shared reading is used throughout the school to enable all children to share high quality texts and develop skills in reading comprehension and fluency.
• Learning journeys include focused reading elements to support understanding and progression
• Reading skills are continually developed through the wider curriculum.
• As we have a high number of children with English as an additional language and other with speech an language delay, vocabulary is explicitly taught in all areas of the curriculum

• A text rich environment encourages a positive culture of reading throughout the school where reading for pleasure is promoted.  Our books reflect the diverse cultural make-up of our Marchwood children and encourage a sense of identity and belonging.
• Strong links are maintained with our local library and we actively support any reading challenges they are promoting.

Writing

• The EYFS and National Curriculum forms the basis of teaching and learning and dictates the curriculum content for Writing.  
• The ‘Writing skills progression map supports planning and ensures there is progression in the development of key skills.  
• Consistent and robust teaching and learning of early writing and phonics in FS and KS1 using the Little Wandle scheme enabling pupils to read and write with increased speed and fluency.
• High quality ‘Learning journeys’ with focused writing objectives to support understanding and progression
• Writing skills are continually developed through the wider curriculum.
• Vocabulary is explicitly taught in all areas of the curriculum.

• Immerse children in high-quality texts and encourage each child to think of themselves as authors
• Teach Spelling, Punctuation, Grammar and Phonics explicitly and apply them to texts.
• Encourage children to use and apply their phonic knowledge in their writing.
• Teach children how to proof-read and check their writing makes sense and then, in Year 2, how to make revisions and additions so they can improve their writing.
• Use a rigorous, sequential approach to teaching handwriting.

Inclusion

When planning lessons, we consider every child and their individual needs. Teachers consider the barriers and key learning of each lesson. Teacher consider how to:

• Present new information in a way that all learners can access
• Break down complex ideas into simpler parts for pupils to learn and practice
• Use over learning to support understanding on phonics
• Ensure children are clear on new content
• Use visuals to support the access of all learners
• Pre-teach and overlearn vocabulary
• Encourage reading at home and school

If appropriate, we plan for an additional adult in the lesson and share their responsibilities with them in advance

Impact

At Marchwood you will see:

• Children who are enthusiastic and motivated readers. They will be confident and will enjoy reading a wide variety of genres and text types.
• A strong focus on the development of skills to decode words in order to be able to read fluently with a secure understanding of what they have read.
• Children  inspired by literature and will reading pleasure.
• Confidence being built in other curriculum areas through the ability to read more fluently.  

• Teachers having a deeper understanding of how to teach reading and phonics through the use of detailed medium-term plans and use of the Little Wandle scheme. 
• Regular phonics assessment and benchmarking show good progress.
• Reading as an integral part of the school day, looked forward to by both children and adults.
• Children enjoying their writing lessons and the opportunities that are made available to them; they are happy and confident to talk about their learning
• Children being proud of their writing achievements and love seeing their written work on display
• Children able to write for different purposes and can use the features of different genres
• Presentation being valued and is of a high standard
• Regular moderations and progress meetings ensuring progress is closely monitored and interventions are organised to support the progress of all pupils, including disadvantaged pupils
• Explicit teaching of vocabulary encourages use within writing
• Children able to transfer writing skills across the curriculum
• Writing journeys  visible and clear in books and children develop skills that they require for the next key stage