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English

Writing, Speaking and Listening
 
Writing is an essential part of our daily lives and the way in which we communicate, both orally and in written form. At Stanground St John’s We teach the children the skills for writing and children are then able to apply these skills across all areas of the curriculum, in a variety of forms.
 
Talk for Writing
Talk for Writing is a strategy which aims to raise standards in writing by allowing the children the opportunity to talk through their learning and explore the creative processes involved in being a writer. Whenever possible, teachers ensure that they plan in opportunities for children to experience a range of situations which supports the thinking process. Activities such as book talk and role on the wall enable to the children to explore their personal responses and develop a range of effective vocabulary. 
 
Role Play
Role play enables the children to develop empathy for and explore the perspectives of a range of different characters.
 
 
Reading at Stanground St John’s C of E Primary School
Guided Reading sessions
Each child has a guided reading session with the class teacher per week. The children read a shared text in a small group. These sessions develop skills linked to inference and deduction, vocabulary, reading accuracy and general comprehension skills. When a child is not being taught within the guided group they are accessing independent activities or interventions which develop a range of reading skills appropriate for their age and level.
 
Home/School Reading Books
Every child takes home an individual reading book on a daily basis. It is expected that each child will read with an adult for approximately 15 - 20 minutes three times each week. This enables the children to practice their learning and apply the skills that they have learnt at school.
 
Reading Buddies
We are very fortunate at Stanground St John’s to have some friendly volunteers who offer their time to the children in our school. Each week reading buddies come in to school to read with small groups of children on an individual basis. The reading session lasts for approximately 20 minutes. The children love reading with a buddy and eagerly await their visits.
Buddy sessions enable the children to discuss the text on a one to one basis with an adult. Our buddy readers encourage the children to read with expression, take note of the punctuation in order to develop a better understanding of the text and also use a range of questioning techniques which develops the children comprehension skills.
Reading buddies are valuable members of our team who raise the profile of reading for some children and develop a love of books.
 
Better Reading
 
We have teaching assistants who are trained to support children with the Better Reading intervention, which has a proven track record of accelerating reading ages.
 
 
Stanground St John’s approach to Phonics
 
Letters and Sounds
Letters and Sounds is a high quality phonics scheme for foundation stage and KS1 children. It is split into six phases which children access at their own individual levels. The scheme focuses on teaching letter sounds and teaches the children to blend and segment.
In the first phases the children will learn to spell simple high frequency words and CVC word through a range of fun and interactive activities. As the children progress through the phases they will broaden their knowledge of graphemes and phonemes (blending sounds) and learn to choose the appropriate sounds to spell a range of different words. By phase six the children will have gained sufficient skills to read longer and less familiar texts independently and with increasing fluency. The shift from learning to read to reading to learn takes place and children read for information and pleasure.
At Stanground St John’s, letter and sounds takes place daily and leads into our literacy sessions which enables the children to apply their learning. Each session is 20 minutes long and follows the revisit, teach, practice, apply sequence. Children are grouped according to their individual needs throughout the key stage to ensure that they are challenged and learning at their own pace.