Our English Vision 

Our vision at Holy Trinity is for children to be confident and creative readers and writers, who read for pleasure and write for purpose. We want to equip children with the skills to write a range of genres with appropriate tone, language and formality. We do this by using high-quality texts and immersing children into the context of their writing, to encourage creativity and inspire their imagination.

Our Aims

The overarching aim for English in the Primary National Curriculum and at Holy Trinity CE Primary School is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

At Holy Trinity CE Primary School the intent of the English curriculum is to ensure that all pupils:

• read easily, fluently and with good understanding;
• develop the habit of reading widely and often, for both pleasure and information;
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language;
• appreciate our rich and varied literary heritage;
• write clearly, accurately and coherently, adapting their language and style in and for range of contexts, purposes and audiences;
• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas;
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

How is the Writing Curriculum implemented in our school?

At Holy Trinity CE Primary School we use the writing sequence as our process for writing and use core texts as our stimuli for writing a range of genres, which may persuade, inform or entertain a reader. 

Pupils' writing is supported by shared, guided and paired writing, and accompanied by a variety of resources including images, word mats, plans, talk mats, dictionaries and thesauruses.

For the teaching of writing, we use objectives from the National Primary Curriculum to plan exciting and engaging learning experiences for all pupils.

We carry out the curriculum planning in Writing in three phases (long-term, medium term and short-term). The National Primary Curriculum programme of study for each year group details what we teach in the long-term.

Our medium-term plans, give details of the main teaching objectives, text types covered and aims for each term. These plans define what we teach and ensure an appropriate balance and distribution of learning across each term. 

Class teachers complete a weekly (short-term) plan for the teaching of Writing. This lists the specific learning aims for each lesson and gives details of how the lessons are to be taught. 

English punctuation, grammar and spelling is taught explicitly in standalone sessions and discretely through writing sessions.

Handwriting is taught explicitly at Holy Trinity CE Primary School in a cursive style to ensure pupils can produce fluent, legible and, eventually, speedy handwriting. It is out intent to make handwriting an automotive process that does not interfere with creative and mental thinking. 

How is the Reading Curriculum implemented in our school?

Early Reading – EYFS and KS1

• Phonics is taught daily, according to the Read, Write, Inc. Scheme, and in-line with the expectations laid out by the Phonics Lead.
• Pupils who have not passed their Phonics’ screening will have access to Phonics interventions and 1:1 reading to support them to pass in Year 2 and to help them to decode more fluently and in-line with their peers by KS2.
• Pupils who have passed their Phonics’ screening will move on to the Read, Write, Inc. comprehension scheme. Following the completion of this scheme, teachers will follow the KS1 Reading Cycle and choose books that are age-appropriate to use to teach comprehension skills.

Post-Phonics KS1 and KS2

• All pupils will have Guided Reading lessons at least four times a week for 30 minutes. The sessions will be following the 8-day reading cycle relevant to their year group, and the books will be taken from the Reading Text Map.
• Pink books will be used for pupils to record answers during these sessions and should clearly show the Reading Cycle. 
• At the end of each Guided Reading Cycle, an age-appropriate blind comprehension activity will follow to enable pupils to apply their skills. 

Other strategies used: 

• Timetabled daily story times in each class, so children can listen to their teacher and hear modelled expression and tone.
• Reading Spines in each year group which contain a wide range of Pie Corbett recommended texts as well as traditional texts, and texts containing characters from a range of backgrounds, including those with protected characteristics. 
• We take part in World Book Day every year. 
• Book fairs in school to promote a love of reading and keep up to date with relevant literature. 
• Books are replenished and kept tidy so that others are encouraged to do the same.

Pupils at our school use Accelerated Reader to support their understanding of a text once it has been read. Pupils take a STAR Reader Test in September, April and July. This assesses their reading age and suggests the level of books that are suitable for them to read. Following this pupils can read books at their selected levels and take quizzes on them through the Accelerated Reader website. By doing this Pupils can gain points and move up through the different levels.

To access AR, please follow this link: https://login.renaissance.com/12d2c578-c1d5-4456-8466-4a9b60b5fd6b?state=145f4eb2-3948-43eb-8527-dcffb94ed705