English

Writing

At Grove Road Primary School we recognise that English skills underpin all elements of the school curriculum. Given the fundamental importance of Speaking, Listening, Reading and Writing in everyday life, we are driven by the need to develop each child’s reading and writing ability, thus enabling them to play a full part in society. Teaching and learning of Writing at Grove Road is an engaging and developmental process to enable all children to succeed.

Grove Road’s Writing Intent Statement: 

Grove Road strives to give children the opportunities to learn and develop writing skills which they can apply across different genres and for different audiences. Children will leave Grove Road independent writers so they are able to access the whole curriculum and succeed. 

Intended Impact of Writing:

During the children’s learning journey at Grove Road, our intended impact of Writing curriculum is to ensure that; 

• Children will enjoy writing across a range of genres.
• Children of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded.
• Children will have a wide vocabulary that they use within their writing.
• Children will have a good knowledge of how to adapt their writing based on the context and audience.
• Children will leave primary school being able to effectively apply spelling rules and patterns they have been taught.
• Parents and carers will have a good understanding of how they can support spelling, grammar and composition and home, and contribute regularly to homework
• The % of pupils working at ARE within each year group will be in line with, or above, national averages.
• The % of pupils working at Greater Depth within each year group will be in line with, or above, national averages.
• There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).

 

Reading 

At Grove Road Primary School we see the teaching of reading skills are an essential part of a child’s learning journey. We believe that children need to learn, embed and use reading skills to become a fluent reader and sustain a love of reading. This document will draw together some of the important concepts behind our facilitation of developing readers. It will define how reading is taught at Grove Road and the implementation of reading across the school and the curriculum. 

Grove Road’s Reading Intent Statement: 

Grove Road strives to ensure all children leave Grove Road as fluent readers so they can apply their reading skills across the wider curriculum, allowing them to access learning and succeed. Grove Road aims to instil a love of reading so that children can access and read a wide variety of texts with stamina, enthusiasm and understanding. 

Intended Impact of Reading: 

During the children’s learning journey at Grove Road, our intended impact of Reading curriculum is to ensure that; 

• At Grove Road there is a consistent teaching, progression and continuity in the teaching and learning of phonics throughout the school and the Grove Road programme, is taught and followed with fidelity. 
• Children at Grove Road use their phonics skills and knowledge to help them decode and fluently read. 
• Children become fluent readers by the end of Key Stage 1.
• Children will enjoy reading across a range of genres. 
• Children of all abilities will be able to succeed in all reading lessons across the curriculum. 
• Children will be ready to read in any subject in their forthcoming secondary education. 
• Children will use a range of strategies for decoding words, not solely relying on phonics. 
• Parents and carers will have a good understanding of how they can support reading and home, and contribute regularly to home-school records 
• The % of pupils working at ARE within each year group will be in line with, or above, national averages. 
• The % of pupils working at Greater Depth within each year group will be in line, or above, with national averages. 
• There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).