Intent

Our Spelling, Punctuation and Grammar curriculum is based on what we know is best for our pupils. We want for all children to make a conscious effort to learn words and spelling patterns. Our children will be taught an array of spelling patterns on a regular basis. Once pupils have learnt the spelling for a particular sound, they then should make an effort to learn the words. The spelling patterns that are taught are in line with the National Curriculum; then they will be promoted within the children’s writing. This will help the children to expand their vocabulary in the process.

Grammar is learnt from speaking and listening but also from reading. Therefore, high quality texts across the year groups are of paramount importance to us. The explicit teaching of grammar is important because it gives our children more conscious control and choice over what they include in their writing. This is why we use high quality texts because through the book they are able to see the grammar in action and understand the reasons for it.

Coverage and progression

Statutory requirements for the teaching and learning of English are laid out in the National Curriculum in England: Framework Document (2014). The full programme of study can be found on the DfE National Curriculum website.

The programmes of study for writing at key stages 1 and 2 are:
• transcription (spelling and handwriting)
• composition (articulating ideas and structuring them in speech and writing)

Pupils should develop the stamina and skills to write at length, with accurate spelling and punctuation. They should be taught the correct use of grammar. They should build on what they have been taught to expand the range of their writing and the variety of the grammar they use.

Teaching and learning styles

In EYFS through to Year 6, children are taught English within their classes and SPAG is to be taught within these lessons as part of building up to their writing final piece. This is done through quality first teaching, differentiation and the support of additional adults, all children will receive high quality teaching and appropriate support in order for every child to reach their full potential.

Children may receive additional targeted support if necessary outside of the English lessons, for example, to work on targets from their SEND plans. A clear lesson objective and success criteria are a feature of all English lessons. In each classroom there is a working wall designated to SPAG with the incorporation of the weekly spelling pattern being taught and the grammar of the term. This is an active resource where the children can interact with it and it is to be built upon throughout the term. Evaluative marking is used, following the school’s marking and feedback policy, and children are given time to respond to feedback. Assessment informs planning and reference is made to the National Curriculum in medium term plans. We encourage children to use different resources where appropriate, such as, dictionaries and media. These skills are taught through the curriculum as a learning objective.

To develop our children in SPAG we:
• Weekly spelling lessons consisting of a spelling pattern being taught. (planning and progression plan from the spelling shed website)
• Weekly spelling test on the previous weeks spelling pattern – 10 words KS2 and 6 in KS1
• 5 (3 for KS1) spellings being sent home as homework and the other 5 (3 for KS1) being put as an assignment on spelling shed with all 10 (6 KS1).
• Spelling shed lists set as an assignment on spelling shed – weekly
• Children given logins to Spelling shed and stuck in reading diary.
• Weekly spelling lists displayed on SPAG display in classroom
• SPAG display in classroom consisting of the terms focus grammar.
• Spelling pattern of the week display on SPAG display
• Grammar lessons being taught from the termly grammar progression plan – explicit skill-based SPAG lessons at least once a week.
• SPAG sticky knowledge at the beginning of an English lesson as part of a warm up – 4-5 times a week

Planning

At Lincoln Gardens we follow a progression document where teachers can plan their SPAG coverage for the year. This allows grammar progression to keep on track throughout the year and makes sure all learning objectives are being taught for that year group. Spelling planning and weekly spelling patterns is set out following the Spelling Shed scheme of work. This builds on each year group and takes each spelling pattern to the next step.

EYFS

Each child’s journey begins in EYFS where phonics is introduced using the Read, Write, Inc. scheme. As children progress through school and their phonetic awareness develops so does their grammar knowledge. Children are split into ability groups based on their assessments. Sessions take place daily for 30 minutes, with a new sound being taught followed by blending and segmenting skills. To keep in line with the EYFS curriculum, phonics resources and sounds they have previously learnt are included in their continuous provision which they have access to everyday.

Key Stage 1

All children are grouped on their ability, which is looked at regularly following assessments of the child. Each child has differentiated work based upon what is right for them. Following the whole school progression map the children continue to develop their writing, grammar and spelling knowledge. Weekly spelling lessons are being introduced through the use of technology and spelling patterns being taught in class.

Key Stage 2

Children are grouped by ability still and this is continuingly being revised through assessment. Weekly spelling lessons are continuing with the spellings and vocabulary being promoted on working walls and topic displays. These are then encouraged to be incorporated within the children’s writing. This is to develop the children’s understanding of the words and how to spell them.

SEND and Inclusion

We aim to provide for all children so that they achieve as highly as they can in English according to their individual abilities. We identify which pupils or groups of pupils are under-achieving and take steps to improve their attainment. More able children are identified and suitable learning challenges provided.

• Children with identified SEND in English receive targeted support.
• Children with English as an additional language are supported within school and by external support from EMTAS, working on targets set by class teachers.
• Children who are identified as having additional needs with reading, receive extra support and one-to-one reading sessions in school.
• More able children in English are identified and challenged appropriately in lessons.

Equal opportunities

All children are provided with equal access to the English curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background.

Enrichment

Teachers seek to take advantage of opportunities to make cross-curricular links where relevant. They plan for pupils to practise and apply the skills, knowledge and understanding acquired through English lessons to other areas of the curriculum.
Challenges for more able pupils are provided within English lessons or in addition through a range of wider opportunities e.g. More Able Writers Days.
Authors and poets are invited into school to develop children’s passion for writing.
Key Stage 2 children are offered the opportunity to join the Spelling Shed club to practise spelling patterns following the school’s scheme.

Assessment and recording

Work is assessed in line with the Assessment Policy.
Teachers use feedback on pieces of writing in order to identify where children have included elements of the success criteria (which are highlighted in blue), set next steps and areas for development (which are highlighted in green) and to give children the opportunity to revisit their work in order to make improvements. Children’s editing and improvements are written in purple pen.

Summative assessment is recorded three times a year in order to assess the children’s progress in writing.

Independent writing assessments are completed in Assessed Writing books. Each year group completes two fiction, two non-fiction and one poetry assessed piece each term. Teacher assessment grids are used by each year group to assess each piece of independent writing. Teachers then provide children with areas of strength and targets for their next piece of writing through their feedback.

Internal moderation is completed termly by the writing subject leader.

Teacher assessment for writing in Year 2 and Year 6 is submitted to the Standards and Testing Agency during the summer term.

Monitoring and review

The English curriculum team are responsible for improving the standards of teaching and learning in writing through the monitoring and evaluation of the subject.

This will involve:
• monitoring of pupil progress
• discussions with pupils regarding writing
• analysing data
• monitoring the provision of writing
• taking the lead in policy development
• auditing and supporting colleagues in their CPD
• purchasing and organising resources
• keeping up to date with recent English developments
• analysis of SATs results to identify areas for development
• checking that assessment for writing is carried out in line with the school’s policy