Our Values
KindnessCreating happiness
Friendship Showing patience Sharing encouraging words and our time Thoughtfulness |
CuriosityInquisitiveness
Exploration Discovery Asking questions Making connections |
UnderstandingWelcoming all
Celebrating difference Being inclusive Asking for help when we need it Being tolerant |
BraveryTaking risks
Being adventurous Trying new things Challenging one’s self Standing up for what is right |
ResponsibilityDoing the right thing
Being reliable Care for self, others and the environment Using our manners Taking ownership |
Intent
At Norbury Hall primary School we recognise the importance of English as the gateway to learning. We intend to foster a love of the English language through speaking and listening, reading and writing across the curriculum so that our children use it confidently and creatively to communicate their ideas. We are passionate about creating a positive reading and writing culture in school, where are both are promoted, enjoyed and considered a pleasure by all pupils.
We aim for our children to be avid readers who read fluently and widely for understanding and confidence. We encourage them to read for pleasure and information. We teach them to express preferences and opinions about the stories, poems and non-fiction texts that they read. Texts are carefully chosen to enable our children to appreciate our rich and varied literacy heritage and develop their cultural capital through the diversity of books.
Our aim is that our children will be able to write clearly, accurately and coherently, adapting their language and style for a range of contexts, purposes and audiences whilst developing their own individual flair. It is our mission to ensure that our children acquire a wide vocabulary, an understanding of grammar and know of linguistic conventions for reading, writing and spoken language.
Our goal is to create lifelong learners with a deep appreciation for the richness and diversity of the English language.
At Norbury we aim to provide the children with a rich, exciting literate environment that enables them to:
Implementation
In line with the National Curriculum aims and objectives, our English teaching and learning is linked to our quest approach, ensuring English is taught across the whole curriculum giving children a real purpose for their reading and writing. Teachers ensure that a wide variety of genres are covered to ensure that children have the opportunity to explore a wide range of high quality and engaging literature.
In the Early Years Foundation Stage, English is underpinned by the characteristics of effective Learning. Child initiated learning opportunities are cross-curricular and children experience a range of English activities both indoors and outdoors. Handwriting and phonics are taught as discrete activities, appropriately matched to the ability of the children. In Key Stage 1 and 2 English is linked to our quest themes and each half term teachers ensure that the children explore a wide range of fiction, non-fiction and poetry through a rich and impactful learning journey moving from text immersion, planning and oral rehearsal to the writing phase – The Talk for Writing Approach.
The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.
In Key Stage 1 both handwriting and phonics/spelling are taught discretely with children being grouped according to ability, based on current assessments. Phonics is taught in small, focused groups, with the teaching assistants and teachers teaching sessions using the ‘Letters and Sounds’ phonic programme. Class teachers monitor this carefully and the groups are fluid in terms of children moving between groups according to progress in their learning.
In Key Stage 2 children are grouped for spelling according to the needs of the children. For spelling teachers are using the National Curriculum and Norbury Hall’s Spelling Programme as a progression which can be found in planning files. Handwriting is taught and reinforced through all curriculum areas using the Cambridge Penpals handwriting progression.
Our implementation of English firmly supports the equal opportunities philosophies of the school and all children will have access to the English Curriculum. Where necessary, adaptations will be made to resources to allow access to English for pupils with additional needs/SEND. Pupils who are exceeding in English will be challenged in their thinking through questioning and more complex texts.
Impact
By immersing our children in high quality texts and giving them a real purpose for their English learning our children develop a real enthusiasm and enjoyment for the subject. They enjoy talking about their favourite books and authors, discussing the texts they are writing and sharing their achievement with others.
Children will understand the importance and value of reading and writing. They will have developed their knowledge, skills and understanding to be successful readers and writers, meeting age related expectations where they can. Children will have a love of reading and enjoy using their skills to learn in all subjects. Children will be able to express their ideas articulately drawing on a wide vocabulary both orally and in writing.
Children’s books show that they continually adopt new writing skills as they progress through school while drawing inspiration from the books they read in class. Assessment in English is viewed as part of the assessment for learning cycle. Learning objectives and steps to success are shared with the children in every lesson. Children are provided with opportunities for self/peer assessment and improvement. Evaluating their own progress feeds their eagerness to reach new targets and enables our children to talk freely and enthusiastically about their next steps.
Marking is developmental and children are provided with feedback to correct, consolidate or challenge. Teachers monitor the acquisition of skills, knowledge and understanding through appropriate on-going teacher assessment and adjust their planning accordingly for the children to progress in their learning. Teachers also assess children in all aspects of English termly, using a point scale, which helps to inform staff about children’s progress and next steps for learning. This is then discussed through pupil progress meetings where we identify if all learners are making or exceeding their expected progress. Interventions are put in place, where appropriate, for those children who are not making the expected progress.
Our children leave Norbury Hall with a deeply rooted love of reading and writing. This equips them not only for secondary school but provides them with the skills and attitudes to be successful life-long learners.
At Norbury Hall primary School we recognise the importance of English as the gateway to learning. We intend to foster a love of the English language through speaking and listening, reading and writing across the curriculum so that our children use it confidently and creatively to communicate their ideas. We are passionate about creating a positive reading and writing culture in school, where are both are promoted, enjoyed and considered a pleasure by all pupils.
We aim for our children to be avid readers who read fluently and widely for understanding and confidence. We encourage them to read for pleasure and information. We teach them to express preferences and opinions about the stories, poems and non-fiction texts that they read. Texts are carefully chosen to enable our children to appreciate our rich and varied literacy heritage and develop their cultural capital through the diversity of books.
Our aim is that our children will be able to write clearly, accurately and coherently, adapting their language and style for a range of contexts, purposes and audiences whilst developing their own individual flair. It is our mission to ensure that our children acquire a wide vocabulary, an understanding of grammar and know of linguistic conventions for reading, writing and spoken language.
Our goal is to create lifelong learners with a deep appreciation for the richness and diversity of the English language.
At Norbury we aim to provide the children with a rich, exciting literate environment that enables them to:
- read easily, fluently and with good understanding
- develop the habit of reading widely and often, for both pleasure and for 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 literacy heritage
- write clearly, accurately and coherently, adapting their language and style in and for a 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
- be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate
Implementation
In line with the National Curriculum aims and objectives, our English teaching and learning is linked to our quest approach, ensuring English is taught across the whole curriculum giving children a real purpose for their reading and writing. Teachers ensure that a wide variety of genres are covered to ensure that children have the opportunity to explore a wide range of high quality and engaging literature.
In the Early Years Foundation Stage, English is underpinned by the characteristics of effective Learning. Child initiated learning opportunities are cross-curricular and children experience a range of English activities both indoors and outdoors. Handwriting and phonics are taught as discrete activities, appropriately matched to the ability of the children. In Key Stage 1 and 2 English is linked to our quest themes and each half term teachers ensure that the children explore a wide range of fiction, non-fiction and poetry through a rich and impactful learning journey moving from text immersion, planning and oral rehearsal to the writing phase – The Talk for Writing Approach.
The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.
In Key Stage 1 both handwriting and phonics/spelling are taught discretely with children being grouped according to ability, based on current assessments. Phonics is taught in small, focused groups, with the teaching assistants and teachers teaching sessions using the ‘Letters and Sounds’ phonic programme. Class teachers monitor this carefully and the groups are fluid in terms of children moving between groups according to progress in their learning.
In Key Stage 2 children are grouped for spelling according to the needs of the children. For spelling teachers are using the National Curriculum and Norbury Hall’s Spelling Programme as a progression which can be found in planning files. Handwriting is taught and reinforced through all curriculum areas using the Cambridge Penpals handwriting progression.
Our implementation of English firmly supports the equal opportunities philosophies of the school and all children will have access to the English Curriculum. Where necessary, adaptations will be made to resources to allow access to English for pupils with additional needs/SEND. Pupils who are exceeding in English will be challenged in their thinking through questioning and more complex texts.
Impact
By immersing our children in high quality texts and giving them a real purpose for their English learning our children develop a real enthusiasm and enjoyment for the subject. They enjoy talking about their favourite books and authors, discussing the texts they are writing and sharing their achievement with others.
Children will understand the importance and value of reading and writing. They will have developed their knowledge, skills and understanding to be successful readers and writers, meeting age related expectations where they can. Children will have a love of reading and enjoy using their skills to learn in all subjects. Children will be able to express their ideas articulately drawing on a wide vocabulary both orally and in writing.
Children’s books show that they continually adopt new writing skills as they progress through school while drawing inspiration from the books they read in class. Assessment in English is viewed as part of the assessment for learning cycle. Learning objectives and steps to success are shared with the children in every lesson. Children are provided with opportunities for self/peer assessment and improvement. Evaluating their own progress feeds their eagerness to reach new targets and enables our children to talk freely and enthusiastically about their next steps.
Marking is developmental and children are provided with feedback to correct, consolidate or challenge. Teachers monitor the acquisition of skills, knowledge and understanding through appropriate on-going teacher assessment and adjust their planning accordingly for the children to progress in their learning. Teachers also assess children in all aspects of English termly, using a point scale, which helps to inform staff about children’s progress and next steps for learning. This is then discussed through pupil progress meetings where we identify if all learners are making or exceeding their expected progress. Interventions are put in place, where appropriate, for those children who are not making the expected progress.
Our children leave Norbury Hall with a deeply rooted love of reading and writing. This equips them not only for secondary school but provides them with the skills and attitudes to be successful life-long learners.
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English at Norbury Hall Primary School
English is at the heart of learning at Norbury Hall and is closely integrated with our curriculum planning through Quest – this is to ensure that our reading and writing activities have a clear and meaningful purpose and helps our children to develop a real love of literature and language.
English is taught through units complementing the Quest learning. Each unit begins with familiarisation of the text type being taught. These can be fictional stories, non-fiction texts or poetry. The children are immersed in the text and begin by enjoying, exploring and responding to the text, developing their comprehension skills. During shared reading the text is brought alive so that the children engage with it, understand it and respond to it as readers. This helps the children as writers as they begin to consider what responses they may want to elicit in the reader – you can’t truly write for an audience unless you have walked in the footsteps of the audience.
As the children are immersed in the text they begin to hear and collect vocabulary and language patterns. Teachers spend time exploring with the children the effects of this vocabulary on the reader, encouraging them to go on and use them in their writing.
The children then begin to think about planning, oral rehearsal and play with their ideas for writing. This part of the unit of English involves collaboration and talk with their peers. The children explore ideas through role play and drama and play word and language games in order to support with grammar. Once the children have had time to talk through their ideas, they then shape them into a plan. This maybe a story map, a story mountain or a series of boxes.
The final stage is the writing stage. Once the children have become familiar with the text type and have planned for their own, they are then ready to write. The teacher supports the children through shared and guided writing, modelling and supporting the children with their composition.
The final part of writing activity is checking and editing. The children use this opportunity to look at the effectiveness of their writing and suggest improvements. They also use this time to propose changes to grammar, vocabulary and to proofread for spelling and punctuation errors.
Other elements of English are taught through regular discrete sessions. Phonics and spellings are taught, matched to the children’s ability. These sessions are multi-sensory where the children are taught new phonemes/spelling patterns, they are given time to explore them and then apply them into their reading or written work. The children are continually assessed to monitor their learning. Handwriting is also taught discretely and at Norbury we encourage the children to take a great deal of pride in the written work that they produce.
Finally, and with great importance at Norbury, we place a huge emphasis on reading for pleasure. As we know, reading is the gateway for all learning, and we passionately believe that we want all of our children to develop a real love for reading. We know that there is a huge amount of research evidence showing the importance of reading on educational success as well as their personal development. We want our children to be empathetic with the world around them and what better way to do this than through books!
In order to achieve this we want to surround our children with high quality books. We have an incredibly well stocked library, supported by Reading Ambassadors from all year groups who meet to discuss what new reading material the children would like. We also have reading areas in all of our classrooms with a good selection of resources matched to the children’s interest. Each half term the children are given a new author to explore in their class and a basket of books written by the author are shared with the class and displayed in their class library. We also weave reading for pleasure into our assemblies as means of exploring empathy through texts. Regular time is set aside for our class teachers to read texts to their whole class, a really treasured time where our children can become immersed in stories.
A great number of activities promoting reading for pleasure are integrated into our calendar. Book Fortnight is an opportunity for the children to share their love of reading, which creates a real buzz around reading. Other opportunities such as Stockport Book Awards, The Summer Reading Projects, author visits and our strong link with Simply Books in Bramhall helps to strengthen our love of reading.
We truly hope that at Norbury we have created a reading culture where everyone reads for enjoyment and that this will permeate our children’s lives giving them the tools to become lifelong learners.
English is at the heart of learning at Norbury Hall and is closely integrated with our curriculum planning through Quest – this is to ensure that our reading and writing activities have a clear and meaningful purpose and helps our children to develop a real love of literature and language.
English is taught through units complementing the Quest learning. Each unit begins with familiarisation of the text type being taught. These can be fictional stories, non-fiction texts or poetry. The children are immersed in the text and begin by enjoying, exploring and responding to the text, developing their comprehension skills. During shared reading the text is brought alive so that the children engage with it, understand it and respond to it as readers. This helps the children as writers as they begin to consider what responses they may want to elicit in the reader – you can’t truly write for an audience unless you have walked in the footsteps of the audience.
As the children are immersed in the text they begin to hear and collect vocabulary and language patterns. Teachers spend time exploring with the children the effects of this vocabulary on the reader, encouraging them to go on and use them in their writing.
The children then begin to think about planning, oral rehearsal and play with their ideas for writing. This part of the unit of English involves collaboration and talk with their peers. The children explore ideas through role play and drama and play word and language games in order to support with grammar. Once the children have had time to talk through their ideas, they then shape them into a plan. This maybe a story map, a story mountain or a series of boxes.
The final stage is the writing stage. Once the children have become familiar with the text type and have planned for their own, they are then ready to write. The teacher supports the children through shared and guided writing, modelling and supporting the children with their composition.
The final part of writing activity is checking and editing. The children use this opportunity to look at the effectiveness of their writing and suggest improvements. They also use this time to propose changes to grammar, vocabulary and to proofread for spelling and punctuation errors.
Other elements of English are taught through regular discrete sessions. Phonics and spellings are taught, matched to the children’s ability. These sessions are multi-sensory where the children are taught new phonemes/spelling patterns, they are given time to explore them and then apply them into their reading or written work. The children are continually assessed to monitor their learning. Handwriting is also taught discretely and at Norbury we encourage the children to take a great deal of pride in the written work that they produce.
Finally, and with great importance at Norbury, we place a huge emphasis on reading for pleasure. As we know, reading is the gateway for all learning, and we passionately believe that we want all of our children to develop a real love for reading. We know that there is a huge amount of research evidence showing the importance of reading on educational success as well as their personal development. We want our children to be empathetic with the world around them and what better way to do this than through books!
In order to achieve this we want to surround our children with high quality books. We have an incredibly well stocked library, supported by Reading Ambassadors from all year groups who meet to discuss what new reading material the children would like. We also have reading areas in all of our classrooms with a good selection of resources matched to the children’s interest. Each half term the children are given a new author to explore in their class and a basket of books written by the author are shared with the class and displayed in their class library. We also weave reading for pleasure into our assemblies as means of exploring empathy through texts. Regular time is set aside for our class teachers to read texts to their whole class, a really treasured time where our children can become immersed in stories.
A great number of activities promoting reading for pleasure are integrated into our calendar. Book Fortnight is an opportunity for the children to share their love of reading, which creates a real buzz around reading. Other opportunities such as Stockport Book Awards, The Summer Reading Projects, author visits and our strong link with Simply Books in Bramhall helps to strengthen our love of reading.
We truly hope that at Norbury we have created a reading culture where everyone reads for enjoyment and that this will permeate our children’s lives giving them the tools to become lifelong learners.
