When our children leave Sutton Park we expect them to be avid readers, children who read fluently and widely and are able to express preferences and opinions about the texts that they read. We want them to read for pleasure, having had access to a wide range of text types, genres and authors in order for them to make informed opinions about their favourites. We want to produce children who write with confidence and accuracy for a variety of purposes and audiences whilst developing their own individual flair. We want our children to be able to write with grammatical accuracy and be able to apply spelling patterns correctly using a neat handwriting style. We aim to expose our children to a wide range of vocabulary so that they able to decipher new words and then use them when speaking both informally and formally. We also aim for our children to apply all of these English skills to all areas of the curriculum.
These statements are all underpinned by:
All children are expected to succeed and make progress from their starting points.
Teachers teach the skills needed to succeed in English providing examples of good practice and having high expectations.
Children apply English skills with ease throughout the entire curriculum.
Ambitious vocab is taught explicitly and is expected to be applied in everyday situations
The Writing Sequence
Our writing sequences are planned so that the children are taught all of the skills they will need to create an independent piece of writing from a selected genre. This includes exposure to relevant texts, appropriate grammar and spellings as well as clear modelling of writing from that genre.
Teachers model reading skills and text based learning at all levels, which are then practised and applied independently. We cover all reading domains and evidence this through discussion, written work and video.
Every class is read a story from a teacher every single day. These stories are chosen for their genre, topic or as a reread of a previously enjoyed text.
We teach phonics through the Little Wandle Letters and Sounds Revised phonics program. It is a systematic, fast-paced approach to teaching phonics. The children read decodable books that match their phonics level.
Spelling, Punctuation and Grammar
Spelling and grammar is taught through the appropriate genre as part of the teaching sequence and is taught discretely where needed. We use the programme Spelling Shed to engage children and families in practising and applying spellings. This sets out a clear pathway for progression throughout all year groups.
Reading and writing is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects.
Whole school events
We celebrate National Poetry Day, Roald Dahl Day and World Book Day. During weekly assemblies, we also celebrate progress in reading at home and children are awarded dojos and other prizes for their hard work.
Reading for Pleasure
Children are encouraged to use reading corners, which are stocked with a good range of fiction, nonfiction and poetry as well as phonics resources and other word reading activities lower down the school. We are also part of the Hull Library Scheme who support us by providing quality reading texts linked to our topics which the children are also encouraged to explore.
Through discussion and feedback, children talk enthusiastically about reading and writing and understand the importance of this subject. They can also talk about books and authors that they have enjoyed and can make reading recommendations.
Pupils can make links between texts and the different themes and genres within them. They can recognise similarities and differences. Children understand the reading and writing process.
Children are taught reading and writing progressively and at a pace appropriate to each individual child. Teachers subject knowledge ensure that skills taught are matched to National Curriculum objectives. .
At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.
‘I love learning!’
‘Knowing who I can speak to, friends or adults, make me feel safe’
‘My child’s teacher has always encouraged him and cheered him on’
‘Sutton Park Primary is at the heart of the community’
‘My friends, teachers … everything is what I love about Sutton Park!’ …
‘I love Sutton Park because we are encouraged to follow our dreams and goals’
‘I have a passion for our school to do well as they have supported me as a parent, and my children through some difficult times’
‘Every child deserves a champion and that is exactly what you all are’…