English Curriculum Statement

At Amblecote Primary School we follow the ‘I am a Clever Writer’ approach to teaching writing.

‘I am a Clever Writer’ is not a scheme as it uses AFL to inform all teaching and planning.

‘I am a Clever Writer’ Progression Documents unpick the National Curriculum Statements and identify the precise, intricate, vital steps that a child needs in order to make progress in their writing

We make every lesson count.

Teachers use AFL to identify which skills need to be consolidated and (after referring to the Progression of Skills Document) which new skills need to be introduced to ensure the children make progress. 

Genre

‘The 2014 national curriculum does not require pupils to be taught to write particular genres or text types.’

(Research Review Series: English, Published 23^rd May, 2022).

At Amblecote we choose the most appropriate genre to facilitate the teaching of the new skills and where possible make meaningful links with the wider curriculum. Most sequences of learning will usually take no longer than a week (or two in upper KS2).

Following further staff training in the summer term, the genres and skills will be mapped out over a two year rolling programme to develop a bespoke Writing Spine

At Amblecote, reading is at the heart of our curriculum and our number one priority. We are committed to fostering a culture of reading, nurturing creativity and critical thinking.  

We believe reading is the foundation of learning across every subject and a gateway to lifelong opportunity. From the very beginning, we foster a love of reading while building strong literacy and comprehension skills.

Reading is taught through a range of strategies, which help children develop the key skills of the reading domains, vocabulary, inference, prediction, explanation, retrieval and sequencing/summarising. Our prioritising of reading provides, regular opportunities for teacher led reading, whole class reading sessions, and small reading group activities that promote comprehension, fluency, and a love for literature.

Children have access to a wide range of texts, including non-fiction, to support reading for information and to build knowledge across the curriculum. We also promote and provide a selection of poetry books to further develop children's language skills, creativity, and appreciation of rhythm and expression.

Regular class story time and opportunities for children to explore their own reading interests are built into the school day. Across the school we promote reading rewards with levelled achievements to encourage, inspire and motivate children to read widely and often.

Early Years Foundation Stage

By the end of the Early Years Foundation Stage, children should be able to read simple sentences using their phonics knowledge, show understanding of what they read, and demonstrate familiarity with stories, rhymes, and nonfiction texts. In writing, they should be able to form most letters correctly, spell simple words using phonics, and write short phrases or sentences that can be read by others. Overall, children should show increasing confidence in listening, speaking, reading, and writing as foundations for future learning.

Key Stage One

By the end of Key Stage 1, pupils should be able to read fluently and accurately using phonics, show good understanding of what they read, and discuss texts with increasing confidence. They should be able to write simple, coherent sentences, using basic punctuation correctly and spelling most common words accurately. Pupils should plan and record their ideas, begin to use a wider range of vocabulary, and apply grammar features taught in KS1. They should also speak clearly, listen carefully to others, take turns in conversation, and participate in discussions, performances, and presentations.

Lower Key Stage 2 - Years 3 & 4

By the end of Years 3 and 4, pupils should be reading with growing fluency and expression, using a range of strategies to understand new vocabulary and to retrieve, infer, and summarise information from texts. Their writing should be more detailed and organised, using paragraphs, a wider range of sentence structures, and increasingly accurate punctuation and spelling. Pupils should be able to plan, draft, and edit their work, choosing vocabulary for effect and beginning to match style to purpose. In spoken language, they should communicate clearly, listen attentively, ask relevant questions, and take part in discussions, presentations, and role-play with confidence.

Upper Key Stage 2 - Years 5 & 6

By the end of Year 6, pupils should read confidently, fluently, and with good understanding, drawing on a wide range of skills to infer, summarise, compare texts, and evaluate an author's choices. Their writing should be well-structured, cohesive, and suited to purpose and audience, using varied sentence structures, precise vocabulary, and accurate grammar, punctuation, and spelling. Pupils should be able to plan, draft, revise, and edit their work independently. In spoken language, they should express ideas clearly, adapt talk for different situations, listen actively, and contribute thoughtfully to discussions, debates, and presentations.

Supporting Every Learner

At Amblecote, we believe that developing a positive attitude towards speaking, reading and writing is essential for success for all children. Our classrooms are inclusive, nurturing and engaging environments where children feel confident to take risks, understand that mistakes are part of learning, and are encouraged to persevere and take pride in their achievements.

We recognise that every child is unique and learns in different ways. Our teachers use a wide range of strategies and resources to support all learners, including those who require additional support and those who are ready for greater challenge. High-quality, engaging lessons are carefully planned to meet individual needs, with differentiated approaches and resources that promote inclusivity, progression and ambition for all pupils. We also work closely with parents and carers to support learning at home and to celebrate each child's progress.

Assessment is integral to our approach and is used to inform teaching, identify gaps and ensure that all pupils make progress.

Assessment tools

Assessment is carried out at the end of each term: 

• Years 1-5: Use Testbase assessments for Reading, SPaG and spellings and Insight Tracking to record objectives taught, covered, and understood.
• Year 6: Use previous SATs papers to determine standardised scores and identify gaps. 
• All year groups: Teachers use assessment outcomes, pupil work, moderation of writing and Insight records to determine whether pupils are working towards, at expected, or at greater depth. 
• Air Assessment Tool: Used by Upper Key Stage 2 to moderate writing against the assessment outcomes.
• Accelerated Reader: Used for children who have completed the Little Wandle scheme or work, to ensure children are reading appropriate levelled books and are comprehending the texts they are reading.
• Interventions: Gaps are identified and addressed through timely support.