English at Sawley Junior School

OFSTED Inspection February 2023

'Leaders prioritise reading. They make sure that pupils are exposed to a wide range of different texts. Pupils enjoy choosing books at the library. They are pleased when they make progress with their reading. Pupils enjoy the annual ‘Wordsmith week’ when authors visit the school. Pupils who are at the early stages of learning to read get help to catch up. Leaders use assessment well to ensure that teaching focuses on what pupils need to learn next. They make sure that books match the sounds that pupils are learning.'

Intent

At Sawley Junior School, we believe English is central to learning and essential for pupils’ academic success, confidence and future opportunities. Our English curriculum develops reading, writing, speaking and listening, enabling pupils to communicate effectively and creatively.

Through a coherent and ambitious approach, we aim for all pupils to:

• Read fluently, accurately and with understanding.
• Develop a love of reading and literature.
• Write clearly and confidently for a range of audiences.
• Speak confidently and listen attentively.
• Develop a rich vocabulary and secure understanding of grammar.
• Apply their English skills across the wider curriculum.

We want pupils to leave Sawley as confident readers, purposeful writers and articulate speakers, ready for the next stage of their education.

To ensure progression, we follow the aims and objectives of the 2014 National Curriculum for English.

Reading

Our approach to reading reflects the aims of the National Curriculum. We aim to:

• Develop strong spoken and written language skills.
• Encourage a love of literature and reading for pleasure.
• Enable pupils to read fluently and with good understanding.
• Develop the habit of reading widely and often, for pleasure and information.
• Build a wide vocabulary and understanding of grammar and language.

Our approach develops confident readers who can access the whole curriculum and carry a love of reading into adulthood. It is strongly influenced by Scarborough’s Reading Rope, which highlights the importance of both word recognition and language comprehension.

Pupils need to recognise words quickly and accurately while also developing vocabulary, language knowledge, background knowledge and the ability to think deeply about what they read.

Intent

At Sawley Junior School, reading is highly valued as an essential tool for learning. Pupils experience a rich range of picture books, novels and non-fiction texts.

We aim to:

• Foster a love of reading: Provide a rich and diverse range of texts that encourage lifelong reading.
• Ensure fluency and comprehension: Develop accurate, automatic and expressive reading alongside skills such as inference, prediction and making connections.
• Equip pupils for future success: Build the reading skills needed for secondary school and beyond.
• Promote inclusivity: Ensure every pupil can access and enjoy reading at an appropriate level.

Implementation

Our reading curriculum combines structured teaching with a rich reading environment.

Reading interventions

At the start of each year, pupils working below the expected reading standard complete a phonics screening assessment. Those who pass then complete a reading speed test to assess fluency.

Pupils are then placed in appropriate intervention groups:

• Daily readers: Targeted daily reading with an adult to improve fluency, accuracy and speed.
• Comprehension groups: For pupils who read fluently but need further support with comprehension.
• Phonic groups: For pupils who need to address gaps in phonics knowledge through daily phonics lessons.

This targeted approach helps identify and address gaps quickly and supports progress.

Phonics

We recognise that secure phonics knowledge is essential for fluent and confident reading. We use the Read Write Inc. Phonics programme for pupils requiring ongoing phonics teaching or intervention. Staff delivering phonics are trained in the programme to ensure consistency.

Identification and Assessment

• All pupils entering Year 3 complete a phonics screening assessment.
• Results identify pupils requiring ongoing phonics support.
• Pupils receiving phonics intervention are reassessed each half term.
• Assessment information is used to place pupils in the most appropriate group.
• Phonics leads monitor progress and identify gaps in phoneme and grapheme knowledge.

Phonics Intervention

• Pupils who need further phonics support receive daily Read Write Inc. sessions.
• Teaching is matched to each pupil’s assessed phonics stage.
• Support continues until pupils meet the expected standard.
• Pupils who secure their phonics knowledge move into comprehension groups, where the focus shifts to fluency, vocabulary and comprehension.
• Pupils in Years 4, 5 and 6 continue to receive daily phonics support where required.

Teaching and Progression

Read Write Inc. helps pupils to:

• Develop accurate and automatic word reading.
• Apply phonics when reading unfamiliar words.
• Build fluency through repeated reading.
• Develop confidence through carefully matched texts and structured progression.

Pupils receiving phonics intervention also have weekly spellings linked to the sounds being taught. Regular assessment and targeted intervention help ensure pupils become fluent and confident readers.

Reading Fluency

Across all year groups, reading lessons follow a weekly cycle based on a shared class text. Pupils revisit the same text through repeated reading, discussion and comprehension activities.

Fluency, accuracy and automaticity are developed through:

• Echo reading: Repeating sections modelled by an adult or confident reader.
• Choral reading: Reading aloud together to develop pace, expression and confidence.
• Paired reading: Taking turns to read and listen.
• Independent reading: Reading increasingly challenging sections independently.
• Repeated rereading: Revisiting text to build fluency and deeper understanding.

Teachers explicitly teach carefully selected vocabulary, including transferable Tier 2 vocabulary and essential Tier 3 vocabulary. Pupils discuss, explore and apply new words in different contexts.

Weekly Reading Structure

From Monday to Thursday, pupils work with the same text, allowing them to revisit and deepen their understanding. On Friday, they independently apply their skills to an unseen text.

Monday: Read and Immerse

Pupils are introduced to the text and develop an understanding of its content through fluency activities, vocabulary teaching, retrieval and discussion.

Tuesday: Read, Model, Talk, Justify

Pupils revisit the text and vocabulary. Teachers model how to answer inference questions using evidence, while pupils discuss and justify their ideas.

Wednesday: Read, Model, Write

Pupils continue to explore the text and vocabulary. Teachers model written inference responses, before pupils complete their own written response using evidence.

Thursday: Read, Model, Write

Pupils revisit the text and develop higher-order skills such as prediction, viewpoint, character understanding and authorial choice. They then complete a written response supported by evidence.

Friday: Read, Apply, Improve

Pupils independently apply the week’s reading skills to an unseen text. Answers are reviewed, misconceptions addressed and pupils given opportunities to improve their responses.

Reading for Pleasure

We are committed to developing a lifelong love of reading. We promote a positive reading culture through opportunities in school and at home.

We provide:

• Well-stocked classroom reading areas and a school library with fiction, non-fiction, poetry and graphic novels.
• Reading displays that celebrate achievements and promote recommendations.
• A carefully selected class novel shared at the end of each school day and changed each term.
• Access to the Accelerated Reader programme to support book choice and monitor progress.
• Individual Reading Records to support communication between pupils, parents and staff.
• A Reading Buddies programme, where Year 6 pupils read with younger pupils and those needing additional support.
• A One Million Word Challenge to encourage regular reading.
• Author visits, storytelling, book fairs, competitions and themed reading events.
• Participation in World Book Day.
• Strong partnerships with parents and carers to encourage reading at home.

Writing

We aim to develop confident, creative writers who can communicate effectively for different purposes and audiences. Pupils develop spelling, handwriting and grammar alongside planning, drafting and editing skills.

Intent

Our writing curriculum provides a broad and balanced education, enabling pupils to become independent, confident writers with high aspirations.

We want pupils to write fluently while developing their own authorial voice. We follow the National Curriculum and ensure appropriate progression across the school.

Oracy is central to writing. Through a vocabulary-rich curriculum and high-quality literature, pupils develop the language and grammar needed to communicate effectively.

We encourage pupils to take pride in their writing, communicate ideas clearly and adapt their language and style for different genres and audiences.

Implementation

We aim for all pupils to:

• Understand writing as an important form of communication.
• See themselves as writers and understand that they can control the writing process.
• Write for different audiences and purposes.
• Choose appropriate tone, style, format and vocabulary.
• Write clearly, accurately and legibly.
• Understand the importance of drafting, proofreading and editing.
• Produce high-quality independent writing.

Our Writing Journey

Dedicated writing lessons are taught four days each week, with opportunities for writing across the wider curriculum.

Our largely thematic curriculum uses a high-quality text each half term to support both reading and writing. Pupils explore different genres and develop their skills progressively across Key Stage 2.

Each text provides opportunities to:

• Develop grammar and punctuation.
• Explore and apply ambitious vocabulary.
• Read as writers and identify effective techniques.
• Explore the structure and features of different genres.
• Plan, write, edit, revise and publish writing for a clear purpose and audience.

We use a range of strategies, including:

• Group Discussion: Exploring ideas and listening to others.
• Partner Talk: Discussing and rehearsing ideas before writing.
• Oracy: Using discussion, drama and vocabulary exploration to develop ideas and language.
• Questioning: Checking understanding and developing learning.
• Modelled Writing: Teachers model writing and editing, making the process clear.
• Shared Writing: Teachers and pupils work together to create writing.
• Vocabulary Development: Explicit teaching and application of ambitious vocabulary.
• Editing: Regular opportunities to review and improve writing.
• Publishing: Sharing finished work and celebrating pupils as authors.
• English Display: Displays and success criteria support pupils in understanding purpose, audience and impact.

Planning Guidance

Writing units usually last two to three weeks and follow four phases: Immerse, Plan, Do and Review. Skills Toolkits support progression and coverage.

• Immerse: Pupils explore high-quality model texts, vocabulary, grammar and punctuation.
• Plan: Pupils develop ideas, explore language and plan their own writing.
• Do: Pupils produce independent writing for a specific purpose and audience.
• Review: Pupils edit, revise and improve their work before producing a final piece.

OWL Writes

Throughout the year, pupils complete regular OWL Writes – independent pieces inspired by stimuli such as films, images and artwork.

These allow pupils to demonstrate creativity and individuality while independently applying their writing, grammar and vocabulary skills.

Impact

Our writing curriculum develops confident, independent writers who can write effectively for different purposes and audiences. Pupils develop increasing control of grammar, punctuation and spelling, make purposeful language choices and understand the impact of their writing on the reader.

Pupils leave Sawley with the knowledge, skills and confidence needed for the next stage of their education.

Handwriting

Clear, fluent and legible handwriting is an important life skill. We use the Letter-join scheme to provide a consistent approach throughout Key Stage 2.

Intent

We aim for all pupils to:

• Develop neat, legible and fluent handwriting.
• Use continuous cursive handwriting accurately.
• Develop speed and stamina for sustained writing.
• Take pride in presentation.
• Apply consistent handwriting standards across all subjects.

Implementation

Handwriting is taught through Letter-join and reinforced across the curriculum.

• Handwriting lessons are taught three times each week.
• The Letter-join Cursive Leading Line font is used consistently.
• Pupils develop continuous cursive handwriting.
• Expectations are reinforced across all subjects.
• All pupils have access to a Letter-join account for practice at school and home.
• Teaching develops handwriting quality, speed, stamina and presentation.

Progression in Continuous Cursive Handwriting

Pupils develop:

• Secure pencil grip, posture and letter positioning.
• Accurate lowercase and capital letter formation.
• Consistent letter sizing, including ascenders and descenders.
• Correct continuous cursive joins and leading lines.
• Increasing fluency, speed and stamina.

Inclusion

We recognise that some pupils need additional support with handwriting.

Support may include:

• Identifying difficulties with formation, sizing, spacing or consistency.
• Use of a Morrell handwriting book where appropriate.
• Pencil grips, targeted interventions, modelling and visual prompts.
• Additional opportunities to practise.
• Appropriate adaptations for pupils with SEND, fine motor difficulties and left-handed pupils.

Impact

Our handwriting curriculum develops fluent, legible and consistent handwriting that supports learning across the curriculum. Pupils develop confidence, stamina and automaticity, allowing them to focus more on composing their writing.

By the end of Year 6, pupils are equipped with the handwriting skills needed for the next stage of their education.

Pens and Pen Licences

• Pupils begin by writing in pencil.
• Pupils who consistently demonstrate high handwriting standards may be awarded a Pen Licence.
• Pupils with a Pen Licence may use a handwriting pen in appropriate subjects.

Pen Licence Criteria

A Pen Licence may be awarded by Miss Kythreotis when a pupil consistently demonstrates:

• Accurate letter formation.
• Secure cursive joins and leading lines.
• Consistent letter size and orientation.
• Appropriate word spacing.
• Neat presentation across subjects.
• Fluent and sustained handwriting.
• A positive attitude towards presentation.

Standards must be demonstrated consistently across the curriculum before a Pen Licence is awarded.

Spelling

Accurate spelling is an essential part of effective communication and successful writing. We use the Spelling Shed scheme to provide a structured and progressive approach throughout Key Stage 2.

Intent

We aim to:

• Develop confidence and accuracy in spelling.
• Teach spelling patterns, rules and conventions systematically.
• Develop understanding of word structure, morphology and etymology.
• Encourage pupils to apply spelling knowledge independently.
• Promote positive attitudes through engaging learning opportunities.

Implementation

Spelling is taught through Spelling Shed and follows the National Curriculum expectations for Key Stage 2.

At Sawley Junior School:

• Spelling lessons are taught three times each week.
• Teachers set weekly spelling patterns and word lists.
• Spellings are shared through EdShed and Class Dojo.
• Pupils practise and apply spellings independently.
• Weekly assessments monitor retention and identify next steps.
• Teachers explicitly teach spelling rules, patterns, word families, prefixes, suffixes and common exceptions.
• Pupils explore connections between spelling, meaning and word structure.
• Spelling is applied across the wider curriculum and in independent writing.

All pupils have access to EdShed, providing games, quizzes and personalised practice linked to the weekly spelling focus.

Supporting All Learners

We are committed to ensuring all pupils can succeed in spelling.

Adaptations may include:

• Reduced or personalised spelling lists.
• Additional adult support.
• Phonics-based interventions where appropriate.
• Practical and multi-sensory approaches.
• Pre-teaching and overlearning of key spelling patterns.
• Additional opportunities to revisit previous learning.

For pupils receiving phonics intervention, spelling teaching is linked to their phonics programme to address gaps effectively.

Impact

Our structured approach helps pupils develop accuracy, confidence and independence in spelling. Pupils build an expanding knowledge of spelling patterns, rules and word structures, enabling them to communicate effectively across the curri