English

Collaboration

Respect

• Reading partners:  We work with the local library; the summer reading challenge; the Book Trust to support the love of reading.
• Reading:  Whole class and small group guided reading means that we have to work with partners and as a group.
• Talk for writing:  Children get chance to work with their class, partners and parents to learn from our story maps.
• Junior School: We work closely with the Junior School to ensure that the children are prepared for the next stage of education, for example, we both use Talk for Writing.  
• Outside services:  when children are struggling with learning to read or write, we speak to other agencies to see how we can best support the children to achieve to their best potential.

• Books: We learn to respect and look after books through use of our class libraries, the school library and visits to the town library. We love beautiful books!
• Writers:  We learn to respect authors and their ability to write and amuse us.
• Audience:  we start to think about our audience and who we are reading, writing or talking to and this effects how we work.

Aspirations

Positivity

• Reading:  We know that reading is really important in all that we do.  It helps us in all other areas of the curriculum.  We know that reading is really important to help us with our future success.
• Vocabulary:   Children with a large vocabulary understand more of what they read and hear. So big vocabulary=big learning!
• Phonics:  We have a systematic phonics programme called Essential Letters and Sounds which aims to get all children reading by the end of year 2.
• Writing: We know that writing is for an audience and that what we write can be enjoyed by others.  We may have authors from our school one day!

• Everyone has a go:  We believe that all children can achieve and have a can do attitude regardless of their background.
• Stories:  The enjoyment and love of stories is really important and our teachers read to us every day. 
• Phonics:  Our phonics books are closely matched to our reading so that when we come to read the book matches those sounds that have already been taught to us.
• Early Years: In early years we have a lot of different experiences and our children are supported with their language development by adults.  We have adults who support speech and language development where there is a need.