English
Oracy
Oracy is developed as an integral part of our learning in all subjects.
We embed oracy skills within every subject area, enabling students to apply them across the curriculum.
Explicit teaching and modelling of effective speaking and listening techniques allows our students to engage in regular high-quality discussions, debates, and presentations.
We aim to foster collaborative learning experiences that encourage students to work together and communicate effectively, employing a range of resources and technologies to enhance oracy development.
Talk partners, a system which is used in each class through school, enables children to practise talk and dialogue for learning. We use drama and roleplay strategies through Stockport’s DEAL (Drama Engagement Active Learning) to explore different types of talk.
Reading
At Thorn Grove Primary School, our goal is to ensure that every child becomes a proficient reader as early as possible. We achieve this through the implementation of the Read, Write Inc. phonics programme, which is rigorously delivered to children from the summer term in nursery until they successfully complete the programme.
For those children who face challenges in learning to read, we promptly identify them and provide them with early intervention support.
From year 2 onwards, reading classes are conducted for the entire class, focusing on the following essential skills:
Word reading: decoding, mastering common exception words, and building fluency
Comprehension: comparing, contrasting, and commenting on texts
Vocabulary and author's choice: analysing word choices and understanding their impact
Inference and prediction: making educated guesses and drawing conclusions
Poetry and performance: exploring and appreciating poetry, developing performance skills
Using non-fiction texts: comprehending and analysing information from non-fiction materials
Our reading lessons adopt a tailored structure, following a 4-day timetable. We carefully select literature that aligns with our curriculum or school values to ensure maximum relevance and engagement.
Moreover, we prioritise the promotion of reading for pleasure by dedicating protected whole class reading sessions. These sessions incorporate high-quality texts that are specially chosen to inspire a love of reading.
We strongly believe that reading extends beyond the classroom, which is why pupils have access to excellent ‘Book Bag’ books that are specifically matched to our SSP (Systematic Synthetic Phonics) programme, as well as a range of banded books, throughout KS2.
To further nurture a reading culture, we have recently established a well-stocked library comprising a diverse collection of fiction and non-fiction titles. We also organise reading events such as World Book Day and Book Fairs to celebrate literature and encourage participation.
Each child is encouraged to select a "reading for pleasure" book alongside their banded book, and we actively encourage them to share these books with their families for mutual enjoyment.
At Thorn Grove, our dedicated staff members genuinely understand the significance reading has on a child’s future success. Hence, every classroom is equipped with a well-stocked reading corner, providing students with continual opportunities to cultivate their love for books and develop the lifelong skill of reading.
Writing
The journey of writing begins the moment a child enters Thorn Grove in the early years foundation stage. We strive to provide all children with opportunities to explore mark making and early writing skills. In EYFS, Narrative Immersion is the vehicle used to encourage a love of reading and writing.
The writing process in our classroom follows a structured and effective approach that enables children to develop their writing skills. This approach consists of three key phases: Imitation, Innovation, and Independent Application.
In the first phase, Imitation, children are encouraged to become familiar with high-quality texts by reading and analysing them as readers and writers. Texts are shared with the children, and various techniques such as story maps and boxing up are employed to help them understand and internalise the patterns of language used. Each lesson begins with Warm Up Words, which enhances grammar, spelling, and toolkit skills. Additionally, starting from Year 2, children use magpie books to create word banks that support vocabulary development
The second phase, Innovation, involves using class toolkits and other resources to modify the model texts and allows children to independently experiment with text structure and composition. Throughout this phase, children practise writing regularly, and they receive feedback to support their progress.
In the final phase, Independent Application, children have the opportunity to write their own version of the studied text. They recall the tools and techniques taught in the previous phases to write independently.
Moreover, during each term, the children are given the chance to "invent" by choosing their own style and type of writing based on a given stimulus.
Throughout the 'Talk for Writing' process, children participate in shared, guided, and independent writing at different stages, depending on their confidence and understanding of various text types and toolkits.
Our school environment promotes and celebrates writing through attractive and purposeful displays and encourages the publication of work. Each classroom has an English Working Wall, which is linked to the current unit of work. Furthermore, opportunities for writing are integrated throughout the curriculum making connections with other areas of learning.
At our school, we prioritise the development of vocabulary skills. We place particular emphasis on Tier 2 vocabulary from our model texts, teaching these words explicitly to the children. This equips them with the confidence and ability to incorporate richer language into their own writing. Our commitment to vocabulary development ensures that children have access to a wide range of vocabulary beyond their everyday conversations.