Our aim is that Eastfield pupils will develop a love for writing whilst gaining the communication skills necessary to be successful learners and citizens. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.
We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high-quality education and will give our children the tools they need to participate fully as a member of society. We will strive to equip pupils with the skills needed to write effectively across a variety of genres and for a range of different audiences. Pupils will discuss and refine their ideas through speaking and listening activities. Using accurate spelling, grammar, punctuation and handwriting, written pieces will be clear, fluent and engaging. Pupils will edit and improve their work, taking pride and care in producing high quality final drafts. Through the use of adventurous vocabulary, varied sentence structure, careful planning and imaginative flair, pupils’ writing will aim to engross and enthrall the reader.
The national curriculum for English aims to ensure that all pupils:
● read easily, fluently and with good understanding
● develop the habit of reading widely and often, for both pleasure and information
● acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
● appreciate our rich and varied literary heritage
● write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
● use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
● are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
|Read (as a writer)||High quality examples of the genre are shared and explored.|
|Features||Identify features of the particular genre of writing (style, tone, tense, person, vocabulary etc).|
|Model & Shared Writing||Teachers provide high quality modelled writing. This moves naturally into shared writing.|
|Drafting||Pupils begin to draft their own pieces of writing.|
|Edit & Improve||Teacher feedback given at this stage. Peer critique and self-assessment used. Pupils use blue pens to amend and improve their work.|
|Final draft||Pupils produce their final draft.|
National Curriculum Programmes of Study are covered across the school. They are planned and delivered by teachers to inspire and challenge our pupils. Transcription and composition skills are progressive, enabling children to consolidate learning and acquire new skills as they journey through the school. Pupils learn to write accurately and coherently, adapting their language and style in, and for, a wide range of contexts, purposes and audiences. Across the school, the following Eastfield Writing Process is followed for each genre.
Our curriculum at Eastfield closely follows the aims of the National Curriculum for English 2014. In EYFS, a strong emphasis on the teaching of phonics contributes to the development of writing. Teaching begins with the formation of letters. At Eastfield, because we take pride in achieving high-quality outcomes and strongly believe writing is still the preferred and most suitable method for some tasks, pupils are taught the pre-cursive script to write letters and subsequent words. There are many planned opportunities in EYFS to support the development of writing and pre-writing skill acquisition for example, speaking and listening activities, task that develop fine and gross motor skills and activities exploring media and materials. In the foundation stage, pupils are exposed to basic marks of punctuation, as a pre-load for using it correctly by the end of key stage 1. Children learn to read and write high frequency words and words with phase 2 and 3 graphemes as a minimum expectation that they can write and spell these by the end of the year. The teaching of writing is structured in a similar way to the rest of the school; pupils are exposed to quality texts for reading as a writer, to promote a growing knowledge of language and vocabulary, a requisite for high outcomes in writing. Writing activities are planned with purpose to encourage pupils to write with purpose.
In key stage 1 pupils continue to consolidate their pre-cursive letter formation, beginning to join letters in words in line with demonstrating readiness through handwriting sessions. Pupils are exposed to a range of genres throughout key stage 1 as a preload for a greater understanding of the different purposes of writing and transition into key stage 2 where pupils are expected to write proficiently in an increasing range of genres. Pupils are expected to build stamina in writing, using the correct basic marks of punctuation and write an increasing amount of sentences with their growing vocabulary. Spelling is taught through daily phonics lessons, segmenting to spell, during the modelled writing lessons, teaching will focus on applying this strategy and pupils have weekly spelling sessions using the ‘Spelling Shed’ resource to teach specific spelling rules, set out in the National Curriculum. By the end of key stage 1, pupils are expected to build on their composition of several sentences to produce more sustained examples of writing in both fiction and non-fiction genres. Poetry is taught in key stage 1 to develop language and vocabulary.
In key stage 2, pupils are required to write with a fluent and joined style of handwriting. Grammar is planned and taught progressively across key stage 2 and embedded within the teaching of specific genres of writing. Spelling is taught as a dedicated weekly session using the Alpha to Omega and the No-Nonsense spelling programmes. In daily literacy lessons pupils are taught the requisite skills to write competently across a broader range of genres with purpose. Pupils are taught to use
high-quality language features, often unpicked from the study of the class text. In key stage 2 pupils produce six pieces of independently completed, final drafts over the year.
Eastfield primary school has a community of enthusiastic writers who enjoy showcasing their developing writing knowledge and skill. They are confident to take risks in their writing and love to discuss and share their ideas. Attainment in writing at the end of key stage 2 is well above national expectations as well as in Grammar, Punctuation and Spelling.
‘Eastfield Primary School is a safe environment for my child to learn and grow.’
‘The school ethos is fantastic – my daughter comes home with a happy story every day.’
‘It’s good to see the kids smile on their faces before school and after school.’
‘My child thoroughly enjoys coming to school and is making good progress.’
‘Having opportunities for the children to take part in activities outside the classroom is a real positive.’
‘My child has progressed in lots of different ways whilst being at Eastfield primary school.’
‘I have seen my child develop socially and academically during her time there.’
‘Brilliant school. My daughter has absolutely thrived since being here.’
‘Excellent and varied extra curricular activities.’
‘Good updates on current activities and curriculum. Supportive staff.’
‘The curriculum is delivered in a way that makes his education fun & exciting.’
‘I’m very happy with my child’s progress, and can see how happy he enjoys his time learning.’
‘An outstanding school both academically and in sporting achievements with friendly staff.’
‘Eastfield has given my children the best start in their educational journey.’
‘Excellent school that manages to involve all pupils.’
‘Members of our family have been pupils at Eastfield since 1975 – highly recommended.’