English
English is taught discretely in English lessons, guided reading, phonics/spelling and GPS (KS2 only) lessons. Skills in English are further developed across the curriculum. It is a subject in its own right and the medium for teaching; for pupils, understanding language provides access to the whole curriculum. Through being taught to write and speak fluently, pupils learn to communicate their ideas and emotions to others; through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, spiritually and socially. All children are taught the skills required to be competent speakers, listeners, readers and writers.
Out strong belief is that throughout school pupils should have access to a wide range of high-quality texts in order to develop a love of reading. We believe that accessing these texts, covering fiction, non-fiction and poetry, enables pupils to increase their knowledge and understanding, develop a rich vocabulary and creates an awareness of authors and texts.
The English writing curriculum is completely text-based with genres, grammar and punctuation taught using quality, well-chosen books as a stimulus. Venn Multi-Academy Trust have produced a Literature spine of books that all pupils in Venn will enjoy from EYFS up to Year 6, and as a school we have enhanced this list with further texts pupils will engage with throughout school.
Below are some documents you may find useful:
“Children settle into school quickly.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Pupils recommend the school to their friends.”
“Pupils say that behaviour is good.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“Subject leaders are knowledgeable about their subjects.”
“There is a strong team culture within the school.”
“Curriculum plans are well sequenced.”
“Teachers check what pupils have learned and remembered each term.”
“Staff are well trained in teaching children to read.”
“There are respectful relationships between adults and pupils.”
“Teachers who are new to the school welcome the support they receive.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“Pupils access a range of visits and activities beyond their own experiences.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“The early years environment is inviting and well organised.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Children start to learn to read as soon as they enter the school.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“Pupils support each other well when they are completing their work.”
“Pupils enjoy learning about a wide range of subjects.”
“There is a clear focus on the teaching of early mathematics and reading.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Pupils learn how to keep safe when using the internet.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“There are a wide range of school clubs.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“Pupils enjoy attending school.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“Pupils say they feel safe in school.”
“Staff encourage
pupils to be independent from an early age.”
“Adults help pupils who fall behind.”