ENGLISH INTENT

At Bracebridge Infant and Nursery School we understand that literacy is a foundation to accessing learning in all other areas of the curriculum and literacy learning is encouraged, developed and supported here with great importance and focus at every opportunity. It is a core subject of the National Curriculum and a prerequisite for educational and social progress. English skills such as Reading, Writing and Speaking and Listening help to underpin other areas of the curriculum. With a range of languages, diverse cultures and individualities here at Bracebridge, the acquisition of language skills is of the utmost importance and therefore the teaching of all aspects of English is given high priority within school. We aim to ensure that every child becomes a reader, a writer and a confident speaker by the time they leave our school.

Literacy has three main aspects: speaking and listening, Reading and Phonics and Writing.  Each of these aspects supports the others so all are taught with equal importance.  We strongly believe that high quality phonics teaching and learning and high quality speaking and listening experiences build the strongest foundations for good reading and writing development.

WRITING INTENT

At Bracebridge Infant and Nursery School, we want our children to develop a life-long love of language and literacy.  We know that future success is linked directly to a broad vocabulary, love of reading and ability to communicate effectively through Writing. We believe that all children should be able to confidently communicate their knowledge, ideas and emotions fluently through their writing. Our aim is to create independent writers who can apply the skills and knowledge they have acquired. We want them to write clearly, coherently and creatively, adapting their compositions for different genres and purposes.

Furthermore, we have high expectations and aspirations for all children and to ensure that all learners make good progress in their writing from their starting point, striving to achieve their full potential.

WRITING IMPLEMENTATION

Throughout EYFS and KS1 our children have many opportunities to develop and apply their writing. The development of language, reading and physical development play an integral role in a child’s writing journey. Early writing is encouraged through mark making opportunities in our nursery alongside the development of language in all aspects of the curriculum. We acknowledge and celebrate that behind every squiggle is a meaning or a story. This continues into Reception where we continue to enthuse children to write for a range of purposes and use a range of language in their composition.  We know that learning has to become part of a child’s long term memory for it to be effective, consequently we know that intelligent repetition and skilled teaching is the key. 

Alongside this, we use a synthetic phonics programme called ‘Read Write Inc’ produced by Ruth Miskin. Read Write Inc. is a method of learning letter sounds and blending them together to read and write words. As part of this, all children in Reception and KS1 have daily phonics sessions in small groups where they participate in speaking, listening and spelling activities that are matched to their developing needs. 

Other activities which support writing and promote the development of pencil grip, fine and gross motor skills, mark making,  as well as opportunities for scaffolded, supported or independent writing are also established throughout the EYFS environments and KS1 classrooms.  We ensure children are able to embed their writing skills and knowledge throughout the day in a range on contexts and situations

Handwriting

The aim is that some children will be using joined up writing fluently and accurately by the end of year 2.  In the Early Years Foundation Stage, letter formation is first introduced alongside the children’s phonics learning to provide them with a multi-sensory approach; all as part of RWI and used to develop their fine motor skills. Specific handwriting sessions take place in class daily in Key Stage 1, and from Reception when children are ready, with a focus on letter formation and orientation and perfect pencil grip. However there is an expectation that handwriting is transferable across the curriculum with the same high standards considered and encouraged during all writing activities.

WRITING IMPACT

In EYFS observations and recordings of children's achievements are done so by individuals on Tapestry. They are displayed and celebrated throughout the environment and used to effectively assess against the Early Learning Goal.

Through the teaching of phonics daily, writing is assessed through RWI and in the Language and Literacy group through the use of end of year expectation and writing assessment criteria.   In KS1 we ensure that opportunities for cross-curricular writing are intrinsic to our curriculum and interwoven within other areas of learning throughout school.

Moderation takes place 3 times a year within school and  with cluster schools, as well as through official moderations to ensure correct assessments are made.  

We aim to ensure that children leave our school at the end of Year 2 as confident, fluent and capable word readers and spellers.