Mrs Richardson is our English Subject Leader, supported by Mrs Mills our Reading and Phonics Leader.
Below you will find information about our approaches to reading, writing, phonics, spelling, grammar and punctuation.
We recognise that English skills underpin all elements of the school curriculum. Considering the fundamental importance of Speaking, Listening, Reading and Writing in everyday life we are driven by the need to develop each learner's writing ability, thus enabling them to play a full part in society.
From mark making in Reception to extended writing in Year 6, the teaching and learning of writing at Langar is an engaging and developmental process. Texts are carefully chosen using the Power of Reading scheme to link with topics covered in each class.
Phonics and Reading
We have incorporated recommendations to use a synthetic phonics approach in English. In Foundation Stage Letters and Sounds, Phonics Play, Jolly Phonics, High Frequency words, progressive reading schemes and appropriate schemes as available are used. Letters and Sounds, along with Phonics Play, Oxford Reading Tree phonics are used on a daily basis in KS1, and children continue to gain support from progressive reading schemes and weekly individual and guided reading.
What do Book Band levels mean?
Reading books are graded by difficulty by reading levels known as Book Bands. Each Book Band has its own colour. The chart below gives an indication of the range of Book Band levels at which most children will be reading as they progress through primary school.
The chart shows the progress of an ‘average’ band of children- but no individual child is ‘average’, so no child makes smooth progress precisely in this way. Children tend to learn in fits and starts – periods of growth followed by periods of consolidation when their progress seems to halt for a while. The periods where you don’t see rapid progress may be worrying, especially after a ‘growth spurt’, but they are important as your child develops confidence in using and applying their newly acquired skills.
If you are ever worried about your child’s progress, talk to their teacher.