English

At Westminster Community Primary School, we believe that literacy is fundamental to the overall development of the child and their access to the curriculum in all its aspects. We aim to deliver quality teaching of basic and higher order reading, writing and listening skills to enable children to become confident and successful in their learning. 

To support literacy within our school we have bought three schemes of work from the Literacy Company.

Pathways to Write 

At Westminster we follow Pathways to Write, a programme developed by the Literacy Company, which is a proven methodology built around units of work which develop vocabulary, reading and writing skills through the mastery approach. The units, for use with pupils from EYFS to Y6, provide clear detailed lesson plans and resources, linked to high-quality texts to ensure engaging and purposeful English lessons. Effective teaching strategies to challenge greater depth writers are included within each unit of work. Through the units 

The programme clearly guides teachers through the progression and tracking of skills, there are overviews of reading and spoken language and a progressive guide to genres. Plus writing opportunities for the application of grammar and punctuation and a long term curriculum map.

Within each unit, there are new age-related skills for children to work on and master through a variety of activities and writing opportunities. By limiting the number of skills the units contain, children can really hone their writing techniques, providing an excellent, focussed assessment opportunities for teachers.

At regular intervals, there are suggestions for extending greater depth writers within the context of the lesson. These are simple, manageable and effective with little additional planning required.

Pathways to Read 

We compliment this by also following Pathways to Read, which is also a programme developed by the Literacy Company.

Pathways to Read is a brand-new programme designed to equip pupils from Year 2 onwards with key skills to move them through the reading process towards becoming competent and fluent readers. To support this approach, clear detailed lesson plans and resources are linked to high-quality texts. Pathways to Read ensures engaging and purposeful reading lessons.

The units can be used thematically alongside the programme Pathways to Write to encourage a whole school curriculum approach with the opportunity for topics to link across all year groups.

Pathways to Progress

Pathways to Progress is a writing intervention programme designed to be delivered in addition to pupils’ English lessons. The programme is predominately aimed at pupils who were working just below expected in summer term assessments and those who have fallen behind due to disruption to learning during the COVID-19 pandemic.

It is designed to be facilitated by a teacher, teaching assistant or tutor and provides targeted interventions each half term for the key skills to be taught. The Pathways to Progress intervention programme has been designed following recommendations from the Education Endowment Foundation (EEF) on running high-quality structured interventions (Improving Literacy in KS1 - 2020, Improving Literacy in KS2 – 2017).

The sessions will focus initially on consolidation of the previous year’s learning objectives but as the year progresses will support pupils in achieving age-related expectations. The lessons can be delivered 1:1 or with small groups of pupils. For pupils who are working significantly below expected standards for their year group, children will work on modules from lower year groups to create a more bespoke intervention.

 

We want all our pupils by the end of Year Six to be able to:  

  • read and write with confidence, fluency and understanding;
  • be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their reading and correct their mistakes;
  • understand the sound and spelling system and use this to read and spell accurately;
  • have fluent, joined and legible handwriting;
  • have an interest in words and their meaning and a growing vocabulary;
  • know, understand and be able to write in a range of genres in fiction and poetry, and understand and be familiar with some of the ways in which narratives are structured through looking t the author’s use of setting, character and plot;
  • understand, use and be able to write a range of non-fiction texts;
  • plan, draft, revise and edit their own writing;
  • have a suitable vocabulary through which to understand and discuss their reading and writing;
  • be interested in books, read with regularity and enjoyment and justify their preferences;
  • through reading, writing and speaking and listening, develop their powers of imagination, inventiveness and critical awareness.

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Contact the School

Westminster Primary School

John Street,
Ellesmere Port,
Cheshire,
CH65 2ED

Tel: 0151 832 3672
head@westminsterprimary.cheshire.sch.uk

SEN Contact: Sarah Davenport

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