English

At Henry Chadwick, we want our pupils to leave us as avid readers and budding authors. 

Our children begin their learning journey in reading, writing and spelling through a comprehensive phonics programme which begins in Reception.  In Key Stage 1 and 2, our pupils take part in English lessons, which are built around rich, high-quality texts, covering a range of genres, fiction and non-fiction, modern and traditional literature.  We teach Reading alongside our Writing, as part of our English lesson, as the two are intrinsically linked and grammar is woven throughout.

More information on Reading, Writing and Phonics can be found using the links below.  

In Early Years, children begin to develop their phonics knowledge as they begin their reading journey. We use a synthetic phonics programme called Read, Write Inc where children are introduced to 44 common sounds and how to blend, read and spell them. They are able to access a range of books matched to the phonics sounds that are changed weekly, which they take home to share with parents/carers.

In KS1, children will further develop their phonics knowledge through the continuation of the Read, Write Inc programme, which will run alongside and complement English lessons.

During the first term in Early Years and Year 1/2 , parents are invited to attend a phonics workshop when the Read Write Inc programme is explained in more detail and will provide the necessary tools to support their child’s learning at home. However, should you have any problems, please ask for an appointment to speak with your child’s class teacher or Mrs Jane.

Year 1 and 2 Phonics Practice

https://youtube.com/shorts/k96sgcM-8pY

https://youtube.com/shorts/dM5R3s_MfuQ

https://youtu.be/ELLmfvXlAyc

Phonics Scheme

At Henry Chadwick we use the Ruth Miskin Phonics Scheme.  For further details:

www.ruthmiskintraining.com/parents

Phonics Workshops

During November 2019 Phonics workshops were held for parents of children in Years 1/2 and Early Years – for those parents who couldn’t attend the PowerPoint used during the workshops can be found below. If you have any questions please don’t hesitate to speak with your child’s class teacher.

RF and AW Phonics Parent Meeting Nov 2019

PhonicsPlay

A site packed with interactive games and many teaching ideas and resources to help children to learn to hear phonemes…
www.phonicsplay.co.uk

Each year group is taught a spelling pattern each week, which is then linked to the spellings they bring home to practice. They have a spelling booklet which they work through each term and the spelling sets to be learnt will be indicated by their class teacher.

At the end of each half term, children are assessed on the spelling patterns taught.

In addition, each child has a personal spelling dictionary, to help with any specific spellings they may need to learn and to encourage them to become independent learners.

Reading Ambassadors 2024-25

Intent

It is our intention that all of our children display an enthusiasm for books and for reading – we want all children to read for pleasure. Our readers will have a well-developed understanding of phonics and will read enthusiastically with fluency and prosody. They will show a good understanding of a range of texts and will interrogate texts to deepen this understanding, displaying resilience when faced with challenging texts or themes. Through their reading, they will develop language skills that allow them to communicate their thoughts, ideas and opinions clearly as well as empathise with characters and situations.

Implementation

Our readers will have developed effective strategies by:

Learning to build words using phonic knowledge

Developing Early Reading through phonics, listening to and talking about stories

Sharing baskets of brilliant books in EYFS and KS1 so that children are able to retell stories and understand story structures

Sharing high-quality texts that engage and motivate children

Promoting a love of reading through shared reading, reading workshops and recommended reads.

The sharing of texts in cross-curricular contexts including assemblies to widen the breadth of genres, authors and themes.

Impact

Our children have a love of reading and talk enthusiastically about their favourite books and authors. They have a positive view of reading due to strong reading role models amongst the staff. They are exposed to high quality texts that improves their vocabulary and understanding of author’s use of words and sentence structure to create the desired effect.

Our children perform well in reading. They are able to read with fluency and have strategies to tackle unfamiliar words. Our pupils leave Henry Chadwick with the skills and learning powers to support them as they continue to apply their reading skills to all areas of the curriculum in Key Stage 3 and beyond.

How can you help at home?

Regardless of your child’s age, they are never too old to listen to a good story!

We appreciate that you are busy but you can really make a difference to your child’s progress by doing two simple things:

1. Read a bedtime story to your child (every night).
If your child is in Early Years or KS1 they will bring home a ‘Read with Me’ book. Please don’t ask them to read the story themselves as this is beyond their current reading stage. It is a book they have chosen to bring home and share with you.

If your child is in KS2, they may have an independent reading book but you can still share the reading. Take turns to read a page or have a more challenging book that you read to them so they can just listen and get absorbed in the wonder of the story! (Even in Year 6!)

2. Listen to your child read the storybook we send home.
If your child is in Early Years or KS1 your child will bring home a book they should be able to read and decode relatively easily because they have been taught all the sounds in the book. They should read this book confidently but please do not say “This book is too easy!” Praise your child for how well they read it – celebrate what a great reader they are. Re-reading stories develops their fluency on every reading.  

If your child is in KS2, hearing them read aloud or reading it silently with them then asking them three quick questions, is a great way of supporting and encouraging their reading. The acknowledgment that it is a vital skill and that you value their efforts will go a long way!

In EYFS and KS1 parents are asked to make comments in their reading record and in KS2 children are encouraged to be independently logging and reflecting on their reading, being signed by an adult.

Celebrating Reading

Reading is promoted throughout the school as an enjoyable and enriching experience to both children and their families. We invite parents in for reading breakfasts, reading mornings and workshops.

Children are awarded reading raffle tickets for every five reads, to ensure the profile of reading is constantly in the forefront and children are encouraged and rewarded for reading.

Did you know that if you turn the subtitles on Children’s TV that it can double the chances of them leaving school as a proficient reader?

Please see the link below for information and evidence. turnonthesubtitles.org

Intent

We want our children to consider themselves as authors and to be inspired by a wide range of writers and poets. As authors, they are able to draw upon a repertoire of tools and techniques in order to write for different audiences and purposes showing their creativity and resilience in drafting, editing and publishing an independent piece of writing. Through their exposure to a wide range of texts and genres, they can understand, appreciate and replicate an author’s style and voice, enjoy using expressive language and ambitious vocabulary, create suspense, emotive or atmospheric pieces by consciously considering their sentence structure. They will demonstrate their editing skills by evaluating and improving their own work, ensuring spelling, grammar and punctation are broadly accurate.

Implementation

We enable our children to be authors by:

Teaching them to build words using phonic knowledge

Listening to and retelling stories using familiar story structures for younger children

Retelling stories through drama and role-play

Having handwriting sessions to help us to correctly form and join cursive letters

Sharing high-quality texts that influence and guide our writing.

Teaching features of text types and language choices with an expectation to write fiction, non-fiction and poetry half-termly.

Using colourful semantics and discrete grammar lessons to gain a secure understanding of sentence structure and composition.

Following a spelling programme which builds on our phonics knowledge teaching spelling patterns and exception words.

Providing opportunities to apply knowledge through cross-curricular and free writing.

Teaching them to plan, write and then critically evaluate their writing

Impact

By the time that children leave Henry Chadwick, they are enthusiastic and competent writers that are able to apply the skills that they have been taught to write engagingly for a required purpose and audience. They have developed themselves as authors, manipulating language, grammar and punctuation to achieve a required effect. Writing is an integral part of the wider curriculum through other curriculum subjects, children have the opportunity to apply the skills taught.

Writing is assessed using progression grids at least termly and marking and intervention at the point of learning help children to make progress. Most children achieve the required standard for writing at the end of Key Stage 2 ready for the next part of their learning journey.