Subject Leader’s Vision Statement
At Holly Grove Primary School, we believe that English and communication are key life skills. Through the English curriculum, we will help children develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners.
English is at the heart of all children’s learning. It enables children both to communicate with others effectively for a variety of purposes and to examine their own and others’ experiences, feelings and ideas, giving these order and meaning.
We believe that Reading is a life skill that every child should be entitled to have. Without the ability to read and decode text, so much is closed off to a child and later as an adult. We want not only to inspire children through books but also to promote a love of reading to empower our children to become life long readers. Books should not be seen as a chore but as a gateway to other worlds, the opening of our imaginations.
English is central to children’s intellectual, emotional and social development it has an essential role across the curriculum and helps pupils’ learning to be coherent and progressive. Our Torch values can be seen throughout the subject where we use texts to reinforce tolerance, respect, cooperation, responsibility and positivity.
Holly Grove firmly believes that the teaching of the English curriculum will be inclusive to all children, inspiring them through an outstanding learning experience, which will enable them to make good progress and leave us as responsible, happy citizens with hopefully a love of Reading.
From EYFS to Year 2, Phonics is taught in discrete, 20 minute, daily sessions. The Letters and Sounds document is used as a scheme for planning and delivery. Children’s phonic knowledge is tracked from Reception on a school pro forma.
Children access reading books which complement the phonics they are learning and are encouraged to use a range of decoding strategies from an early age. These reading books follow the Oxford reading tree book bands.
Phonics – using sounds
Word recognition – breaking up the word; looking for words within words
Context – using pictures / diagrams; using understanding about the topic
Grammatical – using punctuation; known prefixes / suffixes