Intent Implementation Impact

Our vision for Writing: Every child to become a competent writer - writing purposefully and effectively to engage the reader using a widening range of vocabulary. No child left behind. Our vision for Reading: Every child a reader by six progressing to fluent readers who foster a love of reading. No child left behind. Intent Implementation Impact  For pupils to be  For the whole school to follow the ‘Read to Write’ scheme in  Pupils enjoy writing and use the features of different genres and exposed to a English lessons, where lessons are planned around high- styles. They can write for different purposes and audiences. variety of high- quality texts, covering a range of writing genres. Lessons are  Pupils discuss books with excitement and interest. quality texts, adapted to meet the needs of all children. genres and  High-quality texts to be studied in Shared Reading sessions.  Pupils are adventurous with vocabulary choices. authors.  For pupils to be immersed in vocabulary rich learning  Pupils will leave Somerville with a wide vocabulary which they can voice with confidence and use effectively in their writing.  For pupils to environments. New vocabulary is displayed, alongside images and sentence examples in context to support children acquire a wide in their understanding of new vocabulary. vocabulary.  Vocabulary learning through high-quality texts.  We explore ambitious vocabulary across the wider curriculum to ensure we acquire an understanding of tricky  Pupils enjoy reading regularly, for information and for language across the wider curriculum. enjoyment/pleasure.  Thesauruses and dictionaries to be easily accessible for pupils to use.  For pupils to  To create a positive reading and writing culture in school,  Pupils read fluently with good understanding. develop a love of where both are promoted, enjoyed and considered ‘a reading for pleasure’ for all pupils.  Intervention sessions enable a greater proportion of pupils to be on pleasure, as well track to meet year group expectations or in the case of those as for  Engaging and inviting reading areas in each classroom. working significantly below expectations to make better than information, by  Displays which celebrate the work of famous authors. expected progress. reading widely  Our Somerville reading spine is displayed in each classroom and often. to encourage children to read a range of high-quality texts.  To promote the love of reading through ‘Reading for Pleasure’ weeks, book fairs, story events, World Book Day events and library visits.  For pupils in FS2 and KS1 to have daily phonics sessions,

 For pupils to be following Read Write Inc.  Pupils are proud of their writing. able to read,  For KS2 pupils to have daily shared reading sessions which  There is evidence of a clear teaching sequence in English books: write, spell and speak at age focus on vocabulary, retrieval and inference skills. immersion, analysis and the planning and writing phase. appropriate  For all pupils to take reading books home daily and to read  Pupils know that others value their writing; they see it on display, levels, following age-related  Pupils who are not reading at age appropriate levels will used as WAGOLLs and shared on Twitter. expectations. take part in a daily Read Write Inc intervention.  Children present and communicate using correct Standard English.  For pupils to  Units of work to be planned that follow the ‘Read to Write’  Pupils understand grammatical terminology. read fluently teaching sequence, which covers a variety of genres and with good literary styles.  Children are proud of their work. understanding.  Children understand the process of being an author: immersion,  Working Walls – all classes to have an English display to aid  For pupils to pupils and guide them through the process of immersion, analysis, draft, edit and final write up. write for a analysis, planning and w variety of purposes and  Short writing opportunities to be planned for and a long audiences; independent published piece after each unit of work. clearly, accurately and  Teachers to plan different writing styles into other coherently, curriculum areas. adapting their language and  Work to be differentiated as required and needed. style as required.  Teachers and TAs to support ALL pupils on a regular basis; providing intervention, support and challenge, that individuals require to advance their learning in all areas of English.  For pupils to  Grammar and Punctuation to be taught alongside the Units develop an of Work. understanding of spelling,  Two grammar lessons a week punctuation and  Staff at Somerville model correct use of Standard English at all times.  Teachers ensure that gaps in learning are covered in each year group.

grammar and to  Editing and proofreading skills are modelled by adults and use these used by the children. appropriately.  Children opportunities to regularly edit and improve their  Pupils to take work. pride in their writing and present their work to a high standard.