Darrick Wood Junior School


Our vision at Darrick Wood Junior School is for our pupils to develop a lifelong love of reading as well becoming enthusiastic and creative writers.

Reading at DWJS

Our aim is for our pupils to be able to read with fluency and meaning for both pleasure and purpose. All children have access to a wide range of genres and high-quality texts in our well-resourced school library and class book corners. We believe that interesting and engaging books should be at the centre of our English curriculum in order to stimulate writing as well as ensuring we bring reading to life through drama and role play.

Writing at DWJS

Our aim is to develop children who are confident, creative and capable writers, who use writing to express themselves and to communicate with others. We ensure our pupils have an engaging stimulus to inspire them, through high-quality texts including stories, poetry and non-fiction. They are encouraged to write for a purpose, to think carefully about their audience and how word choice and style can make an impact, as well as reflecting on their own and others writing.

National Curriculum English

The National Curriculum (2014) clearly states that teaching the English language is an essential, if not the most essential, role of a primary school. At DWJS, we recognise that without effective communication, little achievement can be made. We know that we have a duty to ensure that English teaching is a priority and we recognise that this is necessarily cross-curricular and a constant through-out school life and beyond.

It is part of the ‘essential knowledge’ (p6 National Curriculum) that is needed in society:

‘Teachers should develop pupil’s spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.’

(p10 National Curriculum).

We are an inclusive school, we set high expectations and challenge all children. We recognise the importance of accurate and regular assessment in order to support individuals at every part of their learning journey and in whatever circumstances. We use one to one support, small groups and cross-phase work to help with this. We plan teaching opportunities to help those for whom English is an additional language and those with disabilities outlined in the SEN code of practice. We agree with the statement of the National Curriculum, that ‘pupils…who do not learn to speak, read and write fluently and confidently are effectively disenfranchised’ (p13).

The teaching and learning strategy is based on the new national curriculum for English. Approximately seven hours of dedicated English teaching is planned, including reading and writing, spelling and handwriting, drama and listening to stories.

Oracy and Spoken English

The National Curriculum states that pupils should be ‘taught to speak clearly and convey ideas confidently in Standard English’ (p10).

Pupils at Darrick Wood Junior School should:

  • listen and respond appropriately to adults and their peers

  • ask relevant questions to extend their understanding and knowledge

  • use relevant strategies to build their vocabulary

  • articulate and justify answers, arguments and opinions

  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

  • speak audibly and fluently with an increasing command of Standard English

  • participate in discussions, presentations, performances, role play, improvisations and debates

  • gain, maintain and monitor the interest of the listener(s)

  • consider and evaluate different viewpoints, attending to and building on the contributions of others

  • select and use appropriate registers for effective communication.

Spoken Language Teaching Strategies

The four strands to speaking and listening are:

1. speaking;

2. listening and responding;

3. group discussion and interaction

4. drama

These oral skills are directly taught, modelled and sensitively encouraged in whole class and small group settings. Opportunities across the whole curriculum are planned for and developed. Children play an active part in presentations, topic talks, group discussions, debates and drama activities on a weekly basis. We follow the guidance and ideas from the 2014 National Curriculum to support the teaching and learning of speaking and listening. There is progression in the skills taught and assessment of significant achievements in speaking and listening. Digital videos and photos are a means of capturing progress and keeping records.


The National Curriculum states that pupils should be taught to read fluently, understand extended prose and be encouraged to read for pleasure.

Reading is singled out as of paramount importance since through it ‘pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually’ (p13) Reading allows pupils to ‘acquire knowledge’ and to ‘build on what they already know’ (p13).

Pupils at Darrick Wood Junior School should:

  • use a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their reading and correct their mistakes;
  • have an interest in words and their meaning and a growing vocabulary;
  • know and understand a range of genres in fiction and poetry, and understand and be familiar with some of the ways in which narratives are structured through basic literary ideas of setting, character and plot;
  • are interested in books, read with enjoyment and evaluate and justify their preferences;
  • understand the variety of written language and the differences between fiction and non-fiction;
  • can find out the information they need in order to research and answer the questions of others.

Reading Teaching Strategies:

1. Whole class reading that develops listening skills, a love of story and reading for pleasure. A class book is selected carefully and thoughtfully by the teacher to ensure it is a quality text which will challenge and inspire all learners.

This is teacher-led reading usually after lunch or at the end of the day with children listening and responding to questions, making predictions and discussing vocabulary choices.

The whole class reading lesson includes a starter activity in the form of an ERIC/RIC (Explanation, Retrieval, Inference, and Authors’ Choice) series of questions linked to an age appropriate text. Following the starter, the children will complete an activity based on a reading skill from the National Curriculum such as summarising, deducing and inferring or justifying an answer.

2. Shared reading that immerses children in the pattern of story and features of text types.

This happens in English sessions when introducing text and prior to writing. The teacher models as an expert reader and draws out the key elements of the content.

3. Independent reading in school and at home. Every classroom has a wide range of books for children of all abilities to read, which they are welcome to take home to read. Some children choose to read their own reading books, which is also welcomed. In all year groups, children fill in a reading record to record independent reading. They are encouraged to make reflective comments about their reading.

4. The reading environment.

The print rich environment encourages children to interact with displays, to follow instructions and signs, promoting functional language. Within the classroom the reading area is attractive and inviting, books are clearly accessible. Books are also displayed and promoted around the classroom and the whole learning environment of the school.

5. The school information centre (non-fiction library) provides reference materials for children and teachers. The school encourages all children to join and use their local library and for children to borrow and return books. Every summer, a visitor from a local library comes to school to promote the summer reading scheme run by all libraries, and participation in the project over the holidays is encouraged and then rewarded at school.

6.  Book fairs, which take place in school twice every year. This gives children an opportunity to find out about newly-published books and fosters an atmosphere of excitement about reading. Children in Year 6 are given the opportunity to help to run the book fair.


The 2014 Curriculum divides writing skills into two dimensions:

  • Transcription (spelling and handwriting)
  • Composition (articulating ideas in speech and writing)

We recognise that both these elements are essential to success and we support the acquisition of both sets of skills through various methods. We recognise that these areas are clearly linked to the other aspects of English learning: speaking and listening, reading, grammar and vocabulary.

We believe that writing should be a creative/developmental process both at a functional and an imaginative level. All attempts at writing are valued and we know that all children have potential to be successful writers. The compositional and transcriptional skills are taught alongside the creative aspects. Immersion in reading, talk and preparation for writing is essential to the writing development process.

Writing Teaching Strategies:

1. Shared writing that is modelled by the teacher as the expert writer with contributions from the children.

This is teacher-led writing with children watching and contributing ideas. Shared writing is not exclusive to English sessions and can be taught within Foundation subjects. The emphasis may be on the generation of ideas, grammatical awareness, spelling and phonics, compositional, transcriptional, presentational and text level skills or other key strategies needed in writing. Not all of these can be modelled in one session, but the teacher as the expert writer leads the cumulative writing process.

2. Guided writing that targets children at their point of writing.

Guided writing takes place in small groups with a teaching focus using targets and writing already modelled. The main part of the session is spent by the child writing with the adult intervening as appropriate.

3. Opportunities for developmental writing where appropriate for the level of the child.

Children’s own attempts at writing should be celebrated and promoted, alongside the direct teaching of the key skills that will enable the children to progress through the stages of writing development.

4. Independent writing

Throughout the school children need opportunities to develop their confidence and practise their writing skills. All writing activities should have a purpose and quality should be promoted. Writing is modelled and supported from immersion to quality writing. Independent writing is supported through the use of dictionaries, word banks, writing frames or plans.

5. Drafting and Editing

The drafting and editing elements of the writing process are a vital part of the writing process. Writing is marked by the teacher with successes highlighted in green and improvements to be made in pink, this is often as a conversation between the pupil and class teacher. Developmental feedback is given both verbally and as written feedback, which children are given time to respond to. Peer feedback is also taught and valued. Children are encouraged to embrace the editing process and see it as a positive step.

6. The writing environment celebrates quality writing through displays of work in both handwritten and typed form as well as signs and labels.

All classrooms have a learning wall for English, which shows the stages in the learning about a particular text type. Opportunities for writing are planned for and accessible throughout the learning environment and school day.

7. Pupil writing targets


Phonics and Spelling

In order to be an efficient speller, a child needs to:

  • Be able to segment words into component phonemes;

  • Know which graphemes represent the phonemes in words;

  • Be able to distinguish visually between words which are ‘legitimately’ spelled, e.g. wait, wate;

  • Know the meanings of the homophones, e.g. been and bean, so that the correct spelling is used;

  • Recall, e.g. by mental image, by memorising order of tricky letters, ‘tricky’words;

  • Know spelling conventions, e.g., relating to double letters;

  • Look for similarities in the spellings of words which are etymologically related, e.g., sign, signal.

Phonics and Spelling Teaching at DWJS

Year 3 children and, if there are concerns, children joining the school at a later stage will be screened regarding their phonic knowledge upon entering the school.

In Year 3, children will be taught phonics if they need to revisit. Children will be taught in groups according to need using the ‘Letters and Sounds’ document, but also with a heightened focus on phonics for spelling, so that they can become successful writers.

All classes are taught to sound and blend letters for reading. Children in years 4, 5 and 6 who are struggling to apply their phonic knowledge will continue to revisit sounds taught lower down the school. The school has a number of carefully graded phonic-based reading books, which are used for group reading as well as for independent reading.

All teachers and TAs are trained in a resource-based synthetic phonics whole school approach (Letter and Sounds).

Beginner readers/writers are taught:

  • grapheme–phoneme correspondences in a clearly defined, incremental sequence

  • to apply the highly important skill of blending (synthesising) phonemes in the order in which they occur, all through a word to read it

  • to apply the skills of segmenting words into their constituent phonemes to spell

  • that blending and segmenting are reversible processes.


Phonics teaching at Darrick Wood Junior School is:

  • part of a broad and rich curriculum that engages children in a range of activities and experiences to develop their speaking and listening skills and phonological awareness

  • multi-sensory, encompassing simultaneous visual, auditory and kinesthetic activities to enliven core learning

  • systematic, that is to say, it follows a carefully planned programme with fidelity, reinforcing and building on previous learning to secure children’s progress

  • taught discretely and regularly according to need at a brisk pace

  • mindful of opportunities to reinforce and apply acquired phonic knowledge and skills across the curriculum and in such activities as shared and guided reading

  • carefully assessed and monitored, using a range of evidence to track children’s progress in developing and applying their phonic knowledge.


The New National Curriculum in spelling is the basis of the words and patterns which are taught.

In order to guide children to becoming more confident spellers, the teaching of spelling is as investigative as possible. The lessons provide visual, auditory and kinaesthetic elements in which the children play a vital role in their own learning.

The spelling Appendix in the New National Curriculum for English will be used as guidance.

Spellings will be taught in ability groups at least twice weekly and spelling patterns are also revisited in English lessons on a regular basis. Spellings tests are conducted weekly and an emphasis is placed on learning the rule as well as the word. To encourage this, teachers test at least 2 words that have not been learnt but follow the same spelling pattern each week.


Handwriting and letter formation is explicitly taught throughout the school. The correct way of forming letters with joining flicks is modelled by the teacher and patterns of letters are taught where appropriate. Good presentation is emphasised at all times and through all forms of writing. Throughout the school, writing is on lined paper or with line guides. A teacher can assess when a child is ready to use a pen. A ‘licence’ will be issued for this. To achieve a licence, children must be forming letters correctly and fluently joining.

Computing and English

Information and Communication Technology is used to enhance the learning experience and support effective teaching. All classes have an interactive whiteboard and computer and there is a computer suite available with at least one computer between two children. There are a range of writing and teaching programs on all computers to support the teaching and acquisition of English skills and for presentation of work. A flipchart or whiteboard is used throughout lessons, for example: for teacher modelling of writing for handwriting and Shared Writing sessions.

Cross-Curricular Skills and Themes

Language pervades all aspects of our lives and culture. It is the driving force behind learning and across all aspects of the curriculum.

At Darrick Wood Junior School, we recognise the importance of English across the whole curriculum, knowing that English skills can be taught in any lesson. In line with our topic- based teaching of the foundation subjects, we aim to link our learning in English with the topic we are currently working on whenever possible, particularly in the area of non-fiction writing. Any links made are chosen because they will enhance children’s learning. In fiction units of work, texts may be chosen that link with the topic, or they may not. The priority is giving the children access to quality whole texts, particularly ones that they may not be able to access on their own.

Differentiation and Special Educational Needs

We pursue a policy of inclusion wherever appropriate. Most children with Special Educational Needs are taught within the classroom and are aided by the support of a teaching assistant and benefit from small group tuition. Children who require further support are withdrawn for some lessons to receive more targeted teaching, from trained classroom assistants. This teaching is planned by the SENCo. Differentiated teaching and learning, which meets the needs of the full ability range of the children in the classes means that mixed ability classes support the most and least able within the class.

The high attaining child is identified through teacher assessment and tests in English. Their English needs are met through offering them more challenging and demanding texts and depth of questioning; in addition, writing activities are structured to allow the high attaining child to demonstrate their thinking in written format.

English as Another Language (EAL)

Children with EAL are taught within the classroom and receive support from a trained teaching assistant who works in conjunction with the SENCo. Opportunities to celebrate the increasing diversity of native languages within our school are taken whenever possible.

Equal Opportunities 

Children of all ethnic groups, both genders and all abilities have equal access to the English curriculum. Positive images in terms of such groups are promoted throughout the school, both in the use of language and the provision of resources.

Assessment, Recording and Reporting

Assessment in English is continuous, to inform planning and diagnose strengths and weaknesses. In speaking and listening, this involves observing children using a variety of spoken language for different purposes.

In reading, this involves formal and informal observations and close monitoring of children’s developing use of strategies and responses to texts. Children’s progress towards targets is also monitored. Teachers use the reading levelling tool from Target Tracker to assist them to arrive at the correct reading level for a child.

In writing, feedback to children about their progress in English is through verbal comment, discussion and the marking of work. Formative assessment includes marking against clear learning intentions and differentiated success criteria. (see Feedback Policy for more detailed information.)

Summative assessment is through End of Key Stage assessments, year group optional tests, teacher assessment and marking. Unaided writing is assessed once every half term, and once every half term is carried out in ‘Special Writing’ books. For these tasks, teachers choose a text type the children have been working on and the children write in response to a stimulus set by the teacher. There should be a variety of text types, both fiction and non-fiction. The need for quality rather than quantity is emphasised to the children. All year groups also undertake reading assessments in the summer term. Children’s teacher assessment levels are entered into Target Tracker (an assessment tool to monitor and track children’s progress) 6 times a year. This information is then used to determine which children need extra support in order to reach their targets, and interventions are then planned.

Children in year 6 undertake the National Curriculum End of Key Stage 2 assessments every May and results are reported to parents towards the end of the Summer term.

Reporting is at least twice a year during consultation sessions and annually through a written report. Home/School contact books provide an ongoing exchange of information between home and school.