Reading and Phonics Overview

INTENT:

At West Butterwick CE Primary School, we intend that all of our pupils will leave our school as highly effective communicators, in order for them to become successful global citizens. We aim to equip our pupils with excellent phonic knowledge, fluency and accuracy in reading, across a wide range of contexts, throughout the curriculum. We intend that our pupils will develop a rich and extensive vocabulary and excellent comprehension skills, through the study of a wide variety of high quality, challenging texts. We aim to instill a love of reading, so that our children are motivated to read for both study and for pleasure, in order for them to grow culturally, emotionally, intellectually, socially and spiritually.

Phonics

At West Butterwick Primary, we teach phonics using a linguistic phonics programme called Read, Write, Inc (RWI). This programme is successful in teaching children to read and spell because it starts with what all children know from a very young age – speech sounds. 

Children in EYFS have a 30-minute RWI Phonics lesson and KS1 have a one hour RWI phonics and Get Writing lesson every day, in addition to a 30-minute English lesson. Read, Write, Inc. strategies are integrated into Reading, Writing and SPAG lessons for pupils in KS2.

Reading

Reading is a priority in EYFS. In Nursery, children develop a love of books and reading through high quality texts (many taken from the Pie Corbett reading spine) being read to them on a daily basis. These books are often repeated, to enable children to become familiar with the building blocks of stories and of reading in general. In Reception, children start using the Read, Write, Inc. phonics programme delivered by highly trained staff. Children have access to quality books, which are matched to their current phonic knowledge. This enables the children to quickly build up the fluency and confidence of their reading.

The key focus of reading in KS1 is to ensure that children can decode words accurately and develop a good standard of fluency. (This is judged at approximately 90 words per minute as detailed in the Year 2 assessment framework.) The Read, Write, Inc. phonics programme is the principle method of achieving this, mainly through the 'storybook' part of a Read, Write, Inc lesson, alongside a range of reading opportunities throughout the curriculum.

Children in KS2 take part in whole class guided reading sessions. These consist of studying a range of high quality stimulus, including fiction texts, non-fiction texts and poetry through the use of John Murray's 'Reading Explorers' resources, which enable children to develop skills such as inference and retrieval.

We also ensure that all pupils have the opportunity to explore a wide-ranging and diverse selection of quality texts throughout their time at our school, including through a dedicated daily 'class story time'. 

Writing Overview

INTENT:

At West Butterwick CE Primary School, we intend that all of our pupils will leave our school as highly effective communicators, in order for them to become successful global citizens. We aim to equip our pupils with the ability to write fluently for a range of purposes throughout the curriculum. We intend that our pupils will develop a rich and extensive vocabulary, excellent transcription skills and the ability to present their writing neatly, with correct spelling and punctuation. Our children develop the skills needed to produce well-organised and structured writing, which include a variety of sentence structures. We encourage our pupils to use their imagination and to enjoy their writing, and aim to instill a love of writing and an appreciation of its educational, cultural and entertainment values.

Writing

Across EYFS, KS1 and KS2, teachers plan units of work using a ‘text based’ approach, to equip pupils with high quality writing skills. We have carefully selected and mapped out which high quality texts will be used for each unit of work, to ensure that all pupils have the opportunity to study and take inspiration from a wide range of text types and genres. We aim to select texts and stimulus which will inspire our pupils and cover themes which they can relate to, or will broaden their outlook and understanding of the world. Whenever appropriate, key texts link to topics taught in other areas of the curriculum, to encourage pupils to make links in their learning and to provide opportunities to ‘write for a purpose’.

In EYFS and KS1, teachers include these above-mentioned units of work around the 'Get Writing' part of the Read, Write, Inc Phonics scheme. 'Get Writing' sessions take place daily, after the initial speed sounds and storybook elements of Read, Write, Inc sessions. 'Get Writing' activities focus on the elements of forming letters, spelling words, using punctuation and developing ideas into sentences.

Spelling, Punctuation and Grammar

Spelling, punctuation and grammar skills are taught through a combination of discrete lessons and are also built into our text-based writing units. Whenever possible, teachers ensure that spelling, punctuation and grammar objectives are taught within a context and link them closely with an intended writing outcome. Pupils have the chance at the end of each text-based writing unit to apply the skills they have learnt in an extended writing task. Read, Write, Inc. strategies and resources are used to teach coding and spelling skills, and teachers may also teach stand-alone punctuation and grammar lessons, if they have identified a need for this through assessment. Teachers use a 'paired spelling' approach to teaching of spelling.

Handwriting

We have high expectations that what is taught and practiced in discrete handwriting sessions is applied to all writing activities throughout the curriculum. Handwriting is a taught skill that develops at different rates for different children. All teachers in the school prioritise handwriting and have high expectations for presentation across the curriculum. We follow a clear, sequenced plan for teaching handwriting.

• First, children experience the foundation of handwriting through multi-sensory activities (EYFS)
• Correct letter formation is taught, practiced, applied and consolidated (EYFS – KS1)
• Joining is introduced, only after correct letter formation is secure and used automatically. (KS1 – LKS2)
• Joins are introduced systematically and cumulatively (KS1- KS2)
• As children practice joining, they pay attention to the size, proportion and spacing of their letters and words (KS2)
• Once handwriting is consistently neat and fluent, children are allowed to develop their own preferred style, maintaining high standards of presentation at all times (UKS2)

By following this sequenced plan, we ensure that our children follow the requirements of the National Curriculum. We share the aspirations that children’s handwriting should be ‘sufficiently fluent and effortless for them to manage the general demands of the curriculum’ and that ‘problems with forming letters do not get in the way of their writing down what they want to say’.

We follow a 'cumulative curriculum' for Maths. Our Maths curriculum shows progression of knowledge and skills over time within major topic areas of number, measurement, geometry and statistics. The curriculum progression document that we created and personalised is linked to the National Curriculum objectives for Maths in respect of each year group/ Key Stage. Within the scheme, you can see how topics are developed over time, including previous learning being revisited so that pupils embed this in their long-term memory. Once a topic is covered, it is met and built upon many times again in other contexts. We also use 'Flashback Four' as a strategy for spaced repetition of key topics over time.

INTENT:

At West Butterwick C of E Primary School our intent is to develop pupil’s abilities to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form, wherever suitable. They are taught to discuss their choice of methods and develop their reasoning skills. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich problems. Our curriculum allows children to recognise that mathematics underpins much of our daily lives.

We aim for all pupils to:

• Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.
• Reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
• Have an appreciation of number operations, which enables mental calculations and written methods to be performed efficiently, fluently and accurately to be successful in mathematics.

IMPLEMENTATION:

Our whole curriculum is shaped by our school vision which aims to enable all children to flourish to become the very best version of themselves they can possibly be. All pupils from Reception to Y6 are taught following the White Rose mixed year group scheme of work, which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class, but coverage is maintained. In order to further develop the children’s fluency and problem solving, we use WRM premium resources, I see Reasoning, I see Problem Solving, Target maths, NCETM and NRICH.

To advance our pupil’s maths skills in school and at home, we utilise Times Tables Rockstars, Numbots, Purple Mash and Hit the Button.

Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects. We also celebrate National Number Day and have whole-school maths themed dayss

IMPACT:

By the end of KS2 we aim for children to be fluent in the fundamental of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should possess the skills to solve problems and reason mathematically using mathematical language.

The right of Withdrawal from RE

At West Butterwick CE  Primary Academy we wish to be an inclusive community but recognise that parents have the legal right to withdraw their children from religious education on the grounds of conscience. However, the right of withdrawal does not extend to other areas of the curriculum when, as may happen on occasions, spontaneous questions on religious matters are raised by pupils or there are issues related to religion that arise in other subjects such as history or citizenship.

We would ask any parent considering this to contact the Headteacher to discuss any concerns or anxieties about the policy, provision and practice of religious education at West Butterwick CE Primary Academy.

Our school is a member of the Historical Association 

INTENT:

Through our Geography curriculum, we intend to ignite a love of learning; to inspire our children’s curiosity and interest so that they willingly, with guidance, explore the world in which we live and its people. We will equip our children with the geographical skills required to develop their knowledge through studying people, places and natural and human environments. We seek to deepen our children’s understanding of the Earth’s human and physical forms and processes. Geography, by nature, is an investigative subject. Through our teaching, we intend to provoke thought, questions and speculation. We will encourage children to discover answers to their own questions through exploration and research. We want to enable our children to gain a greater understanding and knowledge of the world and their place in it.

IMPLEMENTATION:

In order to foster children’s curiosity about the world, interest and creativity, we are enthusiastic about Geography and encourage children to explore and ask questions. At the Trentside Federation, in Key Stage 1, Geography is taught within a topic based curriculum where geography specific skills are interwoven appropriately. We enable teachers’ autonomy to use the National Curriculum to select objectives and tailor teaching and learning to meet the needs and interests of the children in their class. By the end of Year 2, it is expected that the children will have developed their knowledge and understanding of all of the skills set out in the Key Stage 1 National Curriculum. In Key Stage 2, as we have mixed age classes, topic teaching is used to further progress children’s knowledge and skills. Our mixed age classes have a long-term plan with at least one Geography topic to be covered over a year. Topics alternate with History. Geography will be linked into some History topics, where appropriate, to develop children’s knowledge and understanding. It will also ensure all areas of the curriculum are covered in depth. Teachers are encouraged to consider opportunities available to use the school grounds and the local area for fieldwork to enable children to base learning on first-hand experiences. By the end of Year 6, it is expected that the children will have developed their knowledge and understanding of all of the skills set out in the Key Stage 2 National Curriculum.

IMPACT:

Children will have developed the geographical knowledge and skills to help them explore, navigate and understand the world around them and their place in it. Children’s knowledge and skills will develop progressively as they move through school, not only to enable them to meet the requirements of the National Curriculum but to prepare them to become competent geographers in secondary education.

INTENT:

At West Butterwick C of E Primary School, we value Art and Design as a crucial part of our broad and balanced curriculum. We believe that a high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills needed to experiment, invent and create their own works of art, craft and design. We value art as a form of visual communication, and we aim for our pupils to use visual language skillfully and convincingly, to express their emotions, interpret observations, convey insights or accentuate their individuality. We intend that our pupils will develop the ability to reflect on, analyse and critically evaluate their own work, and that of others. Above all, we aim to instill a passion for Art and Design in our pupils, and intend that they will leave us with the ability to think and act like creative practitioners.

IMPLEMENTATION:

In order to implement our intent, we have:
A carefully planned sequence of skills and knowledge to be acquired by pupils, from EYFS through to UKS2. Learning is set out under three Key Concepts;

• Developing ideas
• Mastering techniques
• Taking inspiration from the greats

These key concepts underpin learning in each milestone throughout the school. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language. Please see our Art Progression document to see this is detail.

We use sketchbooks to document process, progress, creativity and skills. Each child, from Reception – Year 6, has their own sketchbook. Sketchbooks are valued as a place for every child to be creative, and take ownership for their artistic development. Adults guide pupils and teach them new skills and knowledge, but pupils take control of how they interpret this, making their own creative decisions within their sketchbooks. We encourage all pupils to evaluate their work in sketch books and to value the process, over the finished product.

IMPACT:

Through implementing the above children will:

• Develop a love of Art and Design, as a form of self-expression
• Develop a range of artistic skills, and will feel a sense of achievement when reviewing their progress in these skills over time
• Develop the ability to critically analyze their own, and others work

INTENT: 

At West Butterwick C of E Primary School, we endeavour to plan and deliver a design technology curriculum that is inspiring, rigorous, and practical. We want our children to use creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We intend for all children to acquire appropriate subject knowledge, skills and understanding as set out in the National Curriculum. It is our aim to create strong cross-curricular links with other subjects, such as Mathematics, Science, Computing and Art. We aspire for design and technology to prepare our children, to give them the opportunities, responsibilities, and experiences they need to be successful in later life

IMPLEMENTATION: 

Design and Technology is a crucial part of school life and learning; it is for this reason that as a school we are dedicated to the teaching and delivery of a high-quality design and technology curriculum. This is implemented through:

• A well thought out (KS1 2-year cycle / KS2 4-year cycle) overview of the curriculum which allows for progression across all year groups in all areas of design technology (textiles, mechanisms, structures, food and electrical systems.)
• Well planned and resourced projects providing children with a hands-on and enriching experience.
• A range of skills being taught ensuring that children are aware of health and safety issues related to the tasks undertaken.
• Teachers being given ownership and flexibility to plan for design and technology; often teaching DT as a block of lessons to allow the time needed for the children to be critical, inventive and reflective on their work.
• Each project from Year 1 to Year 6 will address the principles of designing, making, and evaluating and incorporating relevant technical knowledge and understanding in relevant contexts.
• Children being introduced to specific designers, chefs, nutritionists, etc. helping to engender an appreciation of human creativity and achievement and increase the cultural capital from which they can draw in the future.

EARLY YEARS FOUNDATION STAGE:

During the EYFS, children explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have the opportunities to learn to:

• Use different media and materials to express their own ideas.
• Use what they have learnt about media and materials in original ways, thinking about form, function and purpose.
• Make plans and construct with a purpose in mind using a variety of resources.
• Develop skills to use simple tools and techniques appropriately, effectively and safely.
• Select appropriate resources for a product and adapt their work where necessary.
• Cook and prepare food adhering to good health and hygiene routines.

IMPACT:

Our Design Technology Curriculum has been structured to demonstrate a progression of knowledge and skills and ensures that children can build on their understanding, as each new concept and skill is taught with opportunities for children to revisit skills and knowledge as they progress through school. 

We assess the children’s application of design technology skills through observation of their work on tasks, contribution to class discussion and peer discussions. 

We measure the impact of our curriculum using learning walks, scrutiny of the children’s physical portfolios and discussions with the children about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work. 

INTENT: 

At West Butterwick C of E Primary School, we recognise and value the importance of science and scientific enquiry. We aim to deliver a high-quality Science Curriculum that is accessible, practical, fun and engaging: West Butterwick aspires to inspire the next generation to succeed and excel in science. We do this through fully adhering to the aims of the National Curriculum and fostering a healthy curiosity and interest in the sciences.

At the heart of our progressive science curriculum is scientific investigation. Wherever possible, the children will learn through investigations, leading them to be equipped to ask and answer scientific questions about the world around them.

We believe science encompasses the acquisition of knowledge, concept, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group: as well as the application of scientific skills.

We ensure that Working Scientifically skills are built on and developed throughout the children’s time at school so that they can apply their knowledge of science when using equipment; conducting experiments and investigation; building arguments; explaining concepts confidently; being familiar with scientific terminology and - most importantly - to continue to ask questions and be curious about their surroundings.

IMPLEMENTATION: 

The acquisition of key scientific knowledge is an integral part of our science lessons. Knowledge organisers enable children to learn and retain the most important, most useful and most powerful vocabulary and knowledge contained within each unit. The progression of skills for working scientifically are developed throughout the different year groups and scientific enquiry skills are of key importance within lessons.

At West Butterwick C of E Primary, teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards. Our whole school approach to the teaching and learning of science involves the following:

• Science will be taught in planned, and arranged, topic blocks by the class teacher. Our strategy is to enable all children to be catered for through adapted planning suited to their abilities.
• We plan for problem solving and real-life opportunities that enable children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. In addition, their curiosity is celebrated in the classroom.
• Our curriculum is progressive. We build upon the learning and skill development of the previous years.
• Working scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school years, and new vocabulary and challenging concepts are introduced through direct teaching. This is developed throughout the different year groups, in keeping with the topics.
• Teachers demonstrate how to use scientific equipment and the various working scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning opportunities when appropriate.

IMPACT:

Our Science Curriculum has been structured to demonstrate a progression of knowledge and skills and ensures that children can build on their understanding, as each new concept and skill is taught with opportunities for children to revisit skills and knowledge as they progress through school. 

We measure the impact of our curriculum using learning walks, scrutiny of the children’s written portfolios and discussions with the children about their learning, which includes discussion of their thoughts, ideas, processing and evaluations of work. 

We assess the children’s application of scientific knowledge and skills through observation of their work on tasks and in exercise books, their contribution to class discussion and peer discussions. 

The intended impact is that children will experience a fun, engaging, high-quality science education that provides children with the foundations for understanding the world that they can take with them once they complete their primary education.

Throughout their time at West Butterwick C of E Primary School, children will have the opportunity to experience outdoor learning, as well as being involved in ‘STEM’ projects where they can join together as a whole school or with other schools in North Lincolnshire for enrichment activities.

INTENT:

Physical Education (PE) contributes to the overall education of all children by helping them to lead full and valuable lives through engaging in purposeful and high-quality activity. It promotes active and healthy lifestyles, physical skills, physical development and knowledge of the body in action. PE enables children to learn confidence, perseverance, team spirit, positive competitiveness and organisation. Children must engage in a programme of PE that encourages fitness, improves their strength and teaches them the rules of games. Pupils will also be encouraged to accepting defeat gracefully, as this is part of showing ‘good sportsmanship’ and being pleased for others in their achievements. 

In order to promote active and healthy lifestyles all children should:

• Be physically active
• Adopt the best possible posture and appropriate use of the body
• Engage in activities that develop cardio vascular health, flexibility, muscular strength and endurance
• Understand the need for personal hygiene in relation to vigorous physical activity.

In order to develop positive attitudes all children should:

• Follow the conventions of fair play and honest competition
• Cope with success and limitations in their performance
• Persevere with and consolidate their performances
• Be mindful of others in their environment.

IMPLEMENTATION:

At West Butterwick, PE will be taught through;

• Exposition (demonstration, explanation and instruction) by the teacher to the class, groups or individuals - teachers are to wear sports clothing as a model to children.
• Practical activity and related discussion
• Co-operative group work
• Consolidation and practice of fundamental skills
• Opportunity to discuss and reflect on their work through a plenary
• Use of professional/qualified coaching to enhance current provision within school
• Links made to Mental Health and Healthy Schools
• Extended high-quality provision through after school activities making use of professional / qualified coaches
• Use of community facilities – local swimming baths.

IMPACT:

Monitoring and Evaluation summative and formative assessment in PE is carried out by class teachers:

• Informally during the course of teaching through observation
• Children to complete a self-assessment at the start and end of each unit of work. This self-assessment tool to be used to support children in being reflective in their lessons and with their achievements
• At the end of each unit of work teachers to complete pupil assessments in order to update the children’s attainment and progress in that area of PE.
• These are used to assist in reporting to the parents
• To inform future planning.

INTENT:

At West Butterwick C of E Primary School, children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We aim to provide children with the opportunity to progress to the next level of their creative excellence.

IMPLEMENTATION:

The music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies, various concerts and performances and the learning of instruments. Through the musical program Charanga, teachers are able to produce inclusive lessons for all children to access the musical curriculum in a fun and engaging way, further promoting a love of learning. Teachers deliver music following the Charanga programme, designed specifically for the teaching of music in primary schools. Charanga lessons are planned in sequences to provide children with the opportunities to review, remember, deepen and apply their understanding. The elements of music are taught in classroom lessons so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. In the classroom children learn how to play the recorder and a variety of instruments. Playing various instruments enables children to use a range of methods to create notes, as well as how to read basic music notation. They also learn how to compose, focusing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.

IMPACT:

Music enables children to develop an understanding of culture and history, both in relation to children individually, as well as ethnicities from across the world. Children are able to enjoy music in as many ways as they choose – either as listener, creator or performer. Children have the opportunity to discuss and share their own thoughts, opinions and ideas, acknowledging and respecting that these may vary and that this is positive. They can dissect music and comprehend its parts. They can sing and feel a pulse. At West Butterwick C of E Primary School children are provided with opportunities beyond the National Curriculum to further and support their understanding. These include having visitors with a musical talent, visiting concerts and school productions. External interests and talents are also encouraged and showcased in class and assembly, ensuring that everyone is challenged regardless of previous musical experience. Children have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.

Here are some example of our Floor Book work. 

INTENT:

At West Butterwick C of E Primary School we deliver the computing National Curriculum objectives through the Purple Mash Scheme of learning. Via Purple Mash, computing is organised into three core strands outlined in the National Curriculum: computational thinking, digital literacy and information technology. In addition, via our topics, computing is utilised in other areas of the curriculum where children use their digital literacy skills to create content in subjects such as Mathematics, English, History, Science and Design and Technology. We support the children to fine tune their research and data gathering skills using ICT.

Through this approach we aim to give our pupils the life-skills that will enable them to use computational thinking and creativity to understand and change the world. An integral element of computing at West Butterwick C of E Primary is teaching children how to use the internet safely and responsibly both in the school and in the wider community. We aim to achieve this objective through focused lessons throughout the school year. Additionally, across the school in Autumn 1 there will be a focus on using technology safely following the objectives set out in the National Curriculum for KS1 and KS2. Through our computing curriculum, we want to ensure every child leaves West Butterwick C of E Primary School with the knowledge, skills and understanding to be a responsible, competent, confident and creative user of information and communication technology.

IMPLEMENTATION:

As Computing is a statutory subject, all classes teach and learn Computing regularly as well as discreetly with other subjects. Computing is mapped out across the curriculum using the Purple Mash scheme of work focusing on the objectives stated in the National Curriculum. Additional topic work also enables the children to cover strands of the Computing National Curriculum in relation to the focused topic per term. This allows the children to demonstrate their knowledge and understanding of topics and digital literacy in a meaningful way. Children in the Early Years will have access to a range of devices and remote controlled toys and resources so that they can explore simple technologies independently and use them in their learning and play. Throughout Key Stage 1, children are taught to use technology purposefully to create, organise, store, manipulate and retrieve digital content. In Key Stage 2, children select, use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplishes given goals. Children across school are encouraged to use technology where appropriate to support their learning in all subjects and to share their work on relevant platforms.

IMPACT:

Our Computing Curriculum has been structured to demonstrate a progression of knowledge and skills and ensures that children can build on their understanding, as each new concept and skill is taught with opportunities for children to revisit skills and knowledge as they progress through school. Children become digitally literate and are ready to confidently use technology at home and at school. We believe it is a skill that empowers, and one that all pupils should be aware of and develop competence in. Pupils who can think computationally are better able to create, understand and use computer-based technology, and so are better prepared for today’s world and future. We assess through observation of work on tasks, contribution to class discussion and peer discussions. We measure the impact of our curriculum through the following methods:

• Learning walks
• Scrutiny of digital portfolios