Welcome to Ormesby Primary School.

ORMESBY

PRIMARY SCHOOL

Ormesby Primary School

English

What do we want for our children in English and why is it important?

At Ormesby Primary School, we aim to prepare our children for the future by providing an English Curriculum, which enables every child to reach their potential as confident communicators in speaking, listening, reading and writing and for the children themselves to understand the importance of this.

We aim for our pupils to enjoy reading and to encourage reading for interest, information, entertainment and pleasure.  Our aim is to teach reading in the beginning by using a systematic synthetic phonics scheme, leading to how to read with fluency and finally understanding from a range of different genres. We want our pupils to enjoy writing and to be able to write for a range of purposes, organising the content and style to fit the audience and purpose.  We want our children to be able to use spelling, punctuation and grammar accurately and with confidence.  The children will develop a legible, fluent joined handwriting style.

Throughout a carefully planned curriculum, the children will be provided with a wealth of opportunity to develop their understanding of vocabulary and implement it purposefully through a variety of enriching, engaging experiences.  We aim for our pupils to be able to speak with confidence, clarity and fluency using appropriate forms of speech and to be able to clearly express their ideas.

Through the implementation of these skills, every child that leaves Ormesby Primary School, will be well prepared for the future.

How do we teach Reading?

There are two distinct, but related processes involved in teaching children to read: learning to read words and developing language/reading comprehension. Both are essential for learning to read.

At Ormesby Primary School, the children are taught daily phonics sessions in EYFS and Year 1, following the RWI Phonics Scheme of Work. Daily sessions last approximately 45 minutes and follow the sequence: Revisit/ review; Teach; Practice; Apply. Alongside practising basic sight words – ‘tricky’ words and high frequency words. To support further the work carried out in school, children are given a phonetically decodable reading book to take home each week as well as a reading for pleasure book that can be shared with an adult. Each child will be listened to read at least once a week by an adult in school.

To find out what your child will be learning in Nursery or Reception, then click here.

To find out more about what your child will be learning from Year 1 to Year 6, please download the overview documents below.

Year One

From Year 2 to Year 6, the children participate in daily whole class reading sessions to ensure good levels of attainment in Reading.  The teaching of Reading comprehension skills will be in a consistent and progressive way, which is regular, enjoyable and secures understanding. All children in school will be aware of the differing styles of questions through the PAWSOME GANG, which will be used as a stimulus for explicitly teaching reading skills. The children take home a reading book, which is closely matched to their level of understanding and their ability to read fluently. This allows the children the opportunity to practise their reading skills at home and to consolidate their understanding of the story. Each child in Key Stage Two will be listened to read at least once a week by an adult. To support further the development of pleasure for reading, each class in school has been assigned a ‘Class Author’. The children will explore books written by the author throughout the year. To further support the children with their acquisition of language, from Year 2 to Year 6 teachers will use Vocabulary Ninja for 10 -15 minutes x 4 times per week. This is specifically aimed at developing the children’s vocabulary and their understanding of unfamiliar words.

Click the author’s name below to find out more about them.

Mick Inkpen

Hedgehogs’ Class Author

Sue Hendra

Owls and Foxes’ Class Author

Julia Donaldson

Year One’s Class Author

Roald Dahl

Year Two’s Class Author

Jeremy Strong

Year Three’s Class Author

Michael Morpurgo

Year Four’s Class Author

Jacqueline Wilson

Year Five’s Class Author

David Walliams

Year Six’s Class Author

How do we teach Writing?

At Ormesby Primary School, our pupils complete the Programme of Study for writing during the appropriate Key Stage.  We follow our own scheme of work, covering every text type in every year group; this is differentiated to meet the needs of the children as appropriate.

At text level, sentence level and word level, our children are taught to: choose form and content to suit a particular purpose; broaden their vocabulary and use it in inventive ways; use language and style appropriate to the reader; use and adapt features of a form of writing drawing on their reading; and use features of layout, presentation and organisation effectively.

Our writing curriculum is intrinsically linked to all other areas of learning. Our termly or half-termly topics support children to link their learning and use writing skills in variety of contexts. We plan to provide opportunities for children to write about the past, record scientific or geographical information, evidence what they have found out about significant people or places, ask questions of enquiry and express opinions about religion, art, and wider world issues. Giving children these cross-curricular opportunities creates purposeful writing and enables children to deepen learning and grow in confidence with any type of writing they encounter.

Quality written texts are used to provide rich experiences of reading and as a model for writing. As teachers, we model good quality writing at every opportunity. The vital links between reading and writing are made explicit.  Through shared and guided writing, we endeavour to teach the point of writing, focusing on particular aspects of the writing process, by demonstrating and exploring the decisions that writers make in the process of composition.  Pupils are given a wide range of opportunities to use and develop their Speaking and Listening skills to help them with the writing process across all areas of the curriculum. With this in mind, we have adopted some of the strategies encouraged by Pie Corbett in his Talk for Writing approach. Teachers may use the approaches they deem appropriate for the lessons they are teaching and the pupils in the lessons. Therefore, ‘Text Mapping’, ‘Boxing Up’ and ‘Magpieing’ may be evident in lessons throughout school.

At Ormesby Primary School, our children are taught to hold a pencil correctly and to sit appropriately at the table in order to develop a legible handwriting style.  Children who are forming every letter correctly are introduced to the beginnings of joining their letters starting with two letter joins using the Continuous Cursive handwriting style. Throughout Key Stage Two, the children continue using the Continuous Cursive handwriting style. Ormesby Primary School use the Twinkl Continuous Cursive Handwriting Scheme to support the planning, delivery and assessment of handwriting.  

Above is an example of how your child will be forming their letters using the Continuous Cursive handwriting style.

The children are taught that punctuation is essential to help a reader understand what is written.  We encourage them to read their writing aloud to help them appreciate the intonation and emphasis that punctuation determines.  In Key Stage One, we teach the children to punctuate their writing and to be consistent in using capital letter, full stops and question marks, exclamation marks and to begin to use commas. During Key Stage Two, the children become confident users of a full range of punctuation in their writing.  In addition, they investigate grammatical features and become familiar with terms such as subordinating clauses, phrases, conjunction, fronted adverbials and propositions.  The teaching of grammar is strongly embedded in the teaching of shared reading and writing and is modelled regularly by the class teacher which occurs on a daily basis.

To find out more about what your child will be learning in each year group, please download the overview documents below.

The children learn to develop their knowledge of spelling strategies using ‘The Spelling Shed’ scheme, which the children move onto once they have completed the Read Write Inc Phonics scheme. In the children’s day to day writing, they are encouraged to tackle any unknown words using their knowledge of phonics and strategies developed through the use of Read Write Inc. In Key Stage Two, teachers continue to follow ‘The Spelling Shed’.  scheme of work, which teaches the core spelling patterns and strategies in a progressive and systematic manner. It also allows for the National Curriculum Year group words to be taught alongside the spelling patterns and strategies. Our pupils are encouraged to aim for correct spelling in their writing and to use dictionaries, thesauruses and spell checkers to ensure that spellings are correct or to improve their vocabulary.  

How do we make sure our curriculum is high quality and ambitious?

In all classes, there are children of differing reading ability and attainment.  We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.  We aim to organise our classrooms to provide optimum learning experiences for all our children, using a variety of teaching styles, together with grouping and setting where appropriate.

In EYFS and Key Stage One, Phonic groups are organised based on the children’s attainment. Children are placed in groups which match their ability. All members of staff are responsible for ensuring that the children in their groups make the desired progress. The children are re – tested and then consequently re- grouped on a regular basis. From this, interventions are put in place for the children that are not making the desired progress.  

From Year 1, the children are taught in mixed ability classes. Reading comprehension skills as well as fluency are taught across the week in English lessons and separate reading sessions. A range of different genres are used to stimulate the children and to provide them with the necessary level of challenge in order for them to make progress. We use teaching assistants to support teaching and learning and this sometimes involves them working with targeted children throughout the lesson or during intervention times.

In all classes, there are children of differing ability and attainment.  We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.  We aim to organise our classrooms to provide optimum learning experiences for all our children, using a variety of teaching styles, together with grouping and setting where appropriate.

Within English lessons, the children may experience Guided/Shared Writing sessions where teachers and/or teaching assistants will work with smaller groups of pupils to focus on a particular skill, demonstrating, scribing and supporting where necessary. These sessions can also be used to address areas of development for smaller groups of pupils rather than the whole class. It is left to the discretion of the teacher to decide the focus for these sessions and which pupils will grouped. The pupils should be grouped based on common need, in relation to the focus of a particular session.

At Ormesby Primary School, we aim for our pupils to be able to speak with confidence, clarity and fluency using appropriate forms of speech and to be able to clearly express their ideas.  We want them to be able to match their speech for different purposes in different contexts. This includes speaking and listening in a variety of groupings, both formal and informal contexts. Our pupils need to be able to listen with attention, concentration and understanding in a variety of situations and for a range of purposes.  They need to be able to match their style and response to the audience and the purpose. They need to be able to ask questions, either to check understanding or to ask for clarification.  Our children will become increasingly aware of the contexts in which it is appropriate to use Standard English.

How do we ensure that children make good progress?

In all classes, there are children of differing ability and attainment.  We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.  We aim to organise our classrooms to provide optimum learning experiences for all our children, using a variety of teaching styles, together with grouping and setting where appropriate.

Within English lessons, the children may experience Guided/Shared Writing sessions where teachers and/or teaching assistants will work with smaller groups of pupils to focus on a particular skill, demonstrating, scribing and supporting where necessary. These sessions can also be used to address areas of development for smaller groups of pupils rather than the whole class. It is left to the discretion of the teacher to decide the focus for these sessions and which pupils will grouped. The pupils should be grouped based on common need, in relation to the focus of a particular session.

At Ormesby Primary School, we aim for our pupils to be able to speak with confidence, clarity and fluency using appropriate forms of speech and to be able to clearly express their ideas.  We want them to be able to match their speech for different purposes in different contexts. This includes speaking and listening in a variety of groupings, both formal and informal contexts. Our pupils need to be able to listen with attention, concentration and understanding in a variety of situations and for a range of purposes.  They need to be able to match their style and response to the audience and the purpose. They need to be able to ask questions, either to check understanding or to ask for clarification.  Our children will become increasingly aware of the contexts in which it is appropriate to use Standard English.

In all classes, there are children of differing reading ability and attainment.  We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.  We aim to organise our classrooms to provide optimum learning experiences for all our children, using a variety of teaching styles, together with grouping and setting where appropriate.

In EYFS and Key Stage One, Phonic groups are organised based on the children’s attainment. Children are placed in groups which match their ability. All members of staff are responsible for ensuring that the children in their groups make the desired progress. The children are re – tested and then consequently re- grouped on a regular basis. From this, interventions are put in place for the children that are not making the desired progress.  

From Year 1, the children are taught in mixed ability classes. Reading comprehension skills as well as fluency are taught across the week in English lessons and separate reading sessions. A range of different genres are used to stimulate the children and to provide them with the necessary level of challenge in order for them to make progress. We use teaching assistants to support teaching and learning and this sometimes involves them working with targeted children throughout the lesson or during intervention times.

How does the school support children if they have difficulty?

We believe that it is essential for every child at Ormesby Primary School, whatever their reading/writing ability, to have access to a broad range of texts and a variety of stimulating reading and writing experiences to ensure that they enjoy learning to read and write. Children at Ormesby Primary School who are experiencing difficulties in reading and writing are identified at an early stage and given appropriate help and support from either the class teacher or teaching assistant. We follow the staged approach to Special Educational Needs at Ormesby Primary School, where the process is formalised with parental partnership. There are a number of interventions in place across school to support individual and group activities. Please see the SEND Policy for support.

How does the school challenge children if they grasp ideas very quickly?

Children who grasp an idea very quickly are challenged to think more deeply about the vocabulary choices they have made and if they can improve them. They are also asked to proof read their work checking for grammatical errors in order for them to evaluate the overall effectiveness of their writing.  In Reading, the children would be expected to be able to justify the authors intent for vocabulary choices, after reading more challenging texts.

How can parents help?

At Ormesby Primary School, we try to foster a strong link between home and school which is particularly evident in reading.  Throughout the year, the children take part in whole school events linked to reading: World Book Day, World Poetry Day, Book Fair and Book Swap Events. The parents are actively encouraged to comment on their child’s reading through their home/school planner. This is used to log when a child has been listened to read either at home or at school. Parents are invited in to school to share phonic sessions with their child, providing them with an opportunity to experience first-hand the skills their child has and how to then develop these further at home when they are sharing reading time with their child. 

To find out how you can further support your child at home, please download the documents below.

Reading is heavily rewarded at Ormesby Primary School. Each week, one child per class is chosen to win a reading award, which is presented in whole school assembly (certificate and a magnetic book mark). Alongside this, children are entered into a reading raffle, where they have the chance to win a prize for reading regularly at home. Reading achievements are also shared with parents through Marvellous Me.

Each year group has a class author and throughout the year, the children will study the author and their work through guided reading sessions, writing sessions or as a pleasure for reading book. The development of a literature spine also ensures that children are exposed to a wide range of authors and writing styles as they move through school. Each adult in school is used as a reading role model and will read books from the literature spine to the children on a daily basis.  

In other areas of school, parents are invited to share learning experiences with their children 3 times a year. Once per half term, one child from each class is chosen to have their work published in the WOW (Wonderful Ormesby Writer) magazine. Each child in school takes home the magazine and the winning child is presented with a certificate during the whole school celebration assembly. Individual achievements are shared with parents through Marvellous Me, certificates home or during Parent Consultation Evenings.

School Games Mark Gold Award
Eco Schools Silver Award
Music Mark
Artsmark Gold Award
Ironstone Academy
Active Mark
Enhanced Healthy School
Parent View
Peoples Information Network