English

Our English Curriculum Posters:

English Curriculum Statement

At Carlinghow Academy we use Read Write Inc. as our Systematic Synthetic Phonics programme. This programme is followed with rigor and fidelity by all teachers and teaching assistants. Discrete whole-class phonics lessons are taught to all children, daily in Year’s 1, 2 and Reception. To ensure that learning is embedded, flashcards and reading opportunities continue throughout the day and additional phonics teaching is given to identified children. Phonics remains the main strategy that we use to approach/decode unfamiliar words and spelling across the school. We believe we can teach all children to read.

Children working within the Read Write Inc. stages have their reading books selected by the class teachers and teaching assistants to match the sounds that they are currently working on or need to practice. This way the books become a focused tool to support progress.
Individual phonics assessments are completed for all children working within Read Write Inc. every half term. Teachers then use this information to support pupils in moving forwards. Continuous formative assessment is carried out during lessons and this is used to inform any same day intervention or catch up.

Children who have been identified as ‘working below the required standard’ should have daily intervention until back on track. We continue to use Read Write Inc. structures and processes for intervention, no additional packages are used.

Phonics and Reading

At Carlinghow Academy we use Read Write Inc. as our Systematic Synthetic Phonics programme. This programme is followed with rigor and fidelity by all teachers and teaching assistants. Discrete whole-class phonics lessons are taught to all children, daily in Year’s 1, 2 and Reception. To ensure that learning is embedded, flashcards and reading opportunities continue throughout the day and additional phonics teaching is given to identified children. Phonics remains the main strategy that we use to approach/decode unfamiliar words and spelling across the school. We believe we can teach all children to read.

Children working within the Letters and Sounds Phases have their reading books selected by the class teachers and teaching assistants to match the sounds that they are currently working on or need to practice. This way the books become a focused tool to support progress.

Individual phonics assessments are completed for all children working within Letters and Sounds Phases every half term. Teachers then use this information to support pupils in moving forwards. Continuous formative assessment is carried out during lessons and this is used to inform any same day intervention or catch up.

Children who have been identified as ‘working below the required standard’ should have daily intervention until back on track. We continue to use Letters and Sounds structures and processes for intervention, no additional packages are used.