English 

Intent:

At Bincombe Valley School, the intent for the teaching of English is to provide a book-based pedagogy with a rich and varied curriculum that inspires pupils to become enthusiastic readers, confident writers, and articulate speakers. The English curriculum is designed to foster a love for literature, develop critical thinking skills, and enable pupils to communicate effectively in both spoken and written forms.

The intent is to ensure that all pupils, regardless of their background or ability, have access to a curriculum that is ambitious and well-sequenced. The curriculum is designed to promote cultural capital, broaden horizons, and instil a lifelong passion for language and literature. It is underpinned by high expectations, clear progression pathways, and a commitment to inclusivity and diversity.

The intent is also to cultivate a supportive and stimulating learning environment where pupils are encouraged to explore their creativity, express their ideas with confidence, and engage with a wide range of literary genres and styles. Through a well-structured English curriculum, pupils at Bincombe Valley School are equipped with the essential language skills and cultural capital needed to succeed academically and thrive in a diverse society.

 English policy

Implementation:

Our curriculum for English is carefully sequenced and progressive, ensuring that key knowledge and skills are built upon year on year. It is broad, balanced, and coherently planned, including dedicated time for reading, writing, grammar, vocabulary development, and spoken language.

We use a programme called Read Write Inc. Phonics to teach our children to read and write. We make sure every child can read the last set of phonic stories before they progress to our higher-level programmes, Comprehension and Spelling. Most children will have completed this at the start of Year 2.

During this time, we group children by their reading progress for one hour a day (20 to 45 minutes in Reception) and re-assess children every half-term so we can place them in the group where they’ll make the most progress. We provide extra daily one-to-one sessions for children who need a bit of a boost to keep up.

Read Write Inc. Phonics depends upon children learning to read and write sounds effortlessly, so we make it simple and fun. The phonic knowledge is split into two parts.

First we teach them one way to read and write the 40+ sounds in English. We use pictures to help, for example we make ‘a’ into the shape of an apple, ‘f’ into the shape of a flower. These pictures help all children, especially slower-starters, to read the sounds easily. Children learn to read words by sound-blending using a frog called Fred. Fred says the sounds and children help him blend the sounds to read each word.

Then we teach children the different spellings of the same sounds, for example, they learn that the sound ‘ay’ is written ay, a-e and ai; the sound ‘ee’ is written ee, e and ea. We use phrases to help them remember each sound for example, ay - may I play, a-e – make a cake?

To ensure children can read the books they are given, we make sure children are given books we know they can read – without any guessing.  Before they read the story, they sound out the names of characters and new words, practise reading any of the ‘tricky Red’ words, and we tell them a thought-provoking introduction to get them excited about the story.

Then, over three days, children read the story three times: first to focus on reading the words carefully; the second to help them read the story fluently; and on the third, we talk about the story together for example, how characters might be feeling and why. By the time children read the story at home, they will be able to read it confidently with expression.

Following on from the RWInc lessons, pupils use Accelerated Reader. All children are assessed and then choose a reading book from our well-resourced library. When they have finished each book, they will take an online quiz; when they have passed 3 quizzes, they move up a level.

All pupils who no longer need RWInc are taught spellings discretely using SpellingShed. They have weekly tests to monitor their progress and are encouraged to use these words and to spell them correctly in all of their writing.

As reading is so important to us at Bincombe Valley, because it develops the ability to think in the abstract and to follow lines of thought, we have dedicated time to read to all our pupils. We have timetabled Class Novel sessions, where the teachers read to their class and discuss the books thus building a common bank of stories that bind the school community. Throughout the school we use a reading spine of high-quality texts to ensure that all pupils are read to and experience a range of different styles, authors and a richer vocabulary.

Writing at Bincombe Valley is implemented in line with The Literacy Tree’s writing programme and resources.  The Literacy Tree’s Writing Roots are based around a Teach Through a Text pedagogy, which embeds all National Curriculum requirements and places audience and purpose at the core. Our primary focus, through its book-based pedagogy, is to motivate children to write for a range of audiences and purposes using high-quality, diverse children’s literature by significant authors. This is done by immersing children in a range of literary worlds and themes, heightening engagement and creating curiosity through drama, discussion and debate. This allows them to see themselves represented, and also explore the lives and experiences of others.

We use a range of strategies and practices that have been carefully developed and refined to meet the needs of all our pupils. Some key features of our implementation include:

• Quality First Teaching: Well-trained teachers equipped with excellent subject knowledge deliver engaging and differentiated writing lessons that cater to the needs of all learners.
• High-Quality texts: Use of high-quality texts to engage the pupils and to enrich their language.
• Rich Learning Environment: Providing stimulating writing environments that inspire creativity, including well-resourced writing areas and displays that showcase pupils' work.
• Modelling and Practice: Through explicit modelling of writing processes by teachers, followed by opportunities in both guided and independent practice, children are able to consolidate learning and apply newly taught skills.
• Key skills and knowledge developed: High-quality, engaging models are included within planning as well as exploring examples taken from diverse and quality texts. These are carefully designed to demonstrate the use of relevant skills taught within the sequence, supporting consistency and teachers’ professional development.
• Feedback and Assessment: Regular feedback is given to pupils to support their writing development, with formative assessment used to inform planning and address misconceptions.  Regular moderation opportunities both within the school and across the Chesil Partner Schools, enables schools to monitor that assessments for writing are consistent with Teacher judgements and are well evidenced.
• Integration Across the Curriculum: Opportunities for writing are embedded across all subjects, allowing pupils to apply their skills in a variety of contexts and develop a holistic understanding of writing.

Speaking and listening at Bincombe Valley is covered throughout the curriculum in many ways.

Discussion and Debate:

• Regular class discussions on various topics to enhance critical thinking.
• Think, Pair, Share opportunities given regularly throughout their learning activities.
• Structured debates to develop argumentation skills and active listening.

Presentations:

• Individual and group presentations to build confidence and public speaking abilities.
• Use of multimedia tools to support and enhance presentations.

Role-Playing and Simulations:

• Activities that mimic real-life situations to practice practical communication skills.
• Role-playing to develop empathy and understanding of different perspectives.

Collaborative Learning:

• Group Work:
  • Projects and assignments that require teamwork, promoting collaborative communication.
  • Peer feedback sessions to refine speaking and listening skills.
• Peer Teaching:
  • Opportunities for students to teach each other, reinforcing their own understanding and communication skills.

Critical Listening:

• Classroom Discussions:
  • Encouraging student participation in class discussions to build everyday communication skills.
• School Events:
  • Participation in assemblies, school poetry slam, Chesil Oracy Project with other schools, school councils, and extracurricular activities to practice formal speaking and listening.

Reception curriculum map

Year 1 curriculum map

Year 2 curriculum map

LKS2 curriculum map

UKS2 curriculum map

Impact

The impact of the English curriculum at Bincombe Valley School is evident in the outstanding progress and achievements of pupils across all year groups. Through assessment and monitoring, it is clear that pupils demonstrate high levels of proficiency in reading, writing, speaking, and listening, surpassing national expectations and making significant strides in their literacy skills.

Pupils' love for literature and appreciation of language is palpable, as evidenced by their engagement with a wide range of texts, their insightful interpretations of complex themes, and their ability to articulate their ideas fluently and persuasively. Pupils exhibit a strong sense of ownership over their learning, demonstrating resilience, independence, and a willingness to take risks in their writing and speaking.

The impact of the English curriculum extends beyond academic attainment to encompass pupils' social and emotional development. Pupils at Bincombe Valley School exhibit confidence, creativity, and empathy in their interactions, reflecting the positive impact of their English education on their personal growth and social skills.

In summary, the intent, implementation, and impact of the English curriculum at Bincombe Valley School exemplify best practices in teaching and learning, as evidenced by the outstanding outcomes achieved by pupils. The school's unwavering commitment to provide a rigorous, inclusive, and enriching English education ensures that pupils are well-equipped with the knowledge, skills, and attitudes needed to thrive in education and beyond.