Philosophy for Teaching English

• In Reception, Year 1 and Year 2, twenty-minute phonic sessions take place daily following 'Unlocking Letters & Sounds', which is our Systematic and Synthetic Phonic programme.
• For children in any year group who find phonics challenging, precision teaching is used to target the specific phase necessary.
• Reception, Year 1 and Year 2 children also spend time spelling common exception words.
• Phonics teaching continues into Key Stage 2 for any child who is yet to be secure in all phonic phases.
• Grammar is taught within the genre being studied and then embedded in writing sessions, so the children experience a 'learn, apply, learn, apply' approach to developing grammar in line with BWMAT's grammar progression document.

At St Stephen’s we promote a 'phonics first' approach and in both our guided reading sessions at school and in the books children take home, texts are very closely matched to a child's current phonics knowledge so that every child can experience real success in their reading. In these crucial early stages of reading we primarily use books from Ransom Reading Stars Phonics to ensure complete fidelity to the Unlocking Letters and Sounds progression we follow.  

Once children progress beyond decodable texts, they move onto our book scheme so that they can continue to progress in their decoding, fluency and comprehension skills to become avid, expert readers. 

For KS 2 children who still need to secure some of their phonic knowledge we use Ransom Reading Stars Achieve Phonics books which are specifically designed for older students who are still on their phonics journey. 

• Your child’s reading book will be specifically chosen for them by the class teacher, according to the phonemes that they know and are practising. It will be a book that the children can decode using their phonics knowledge.
• Your child will read each book at least 3 times. This is to develop Decoding, Fluency and Prosody:

Decoding (1^st read) is using phonemes to work out what the word says. What will this look like?

Fluency (2^nd read) is reading the word without having to use blending to work out what the word says. What will this look like?

Prosody (3^rd read) is being able to read for meaning and use expression to convey it. What will this like look?

• If your child hasn’t achieved this by the third read, then they may need to read the book again.
• We will give children books which they can read 95% of the words accurately. Reading at home, should be pleasurable and for them to show you what they have learned.
• Your child will continue to read a phonemically decodable book, until they are secure in all of the Phase 2-5 phonemes, and they can read at a speed of 90 words per minute. Then they can bring home books which are not fully decodable.
• This is not linked to the age of a child or their year group, but this purely linked to the above criteria.
• It is important to remember that not all children have the same learning journey. Children learn at different paces and so they may need more time to consolidate knowledge. We will use precision teaching (very specific one to one phoneme catch up) to fill Grapheme-Phoneme-Correspondence gaps.
• In KS2, where children still need structure to support their reading, we use the Rapid Readers Scheme.

We promote the love of reading at St Stephen’s. 

We want children to read for pleasure! 

At our school, we are passionate about developing a lifelong love of reading. We provide a rich reading culture that encourages children to read widely, discover new authors and enjoy books both independently and with others. 

Daily Story Time 

• Every class is read to by their teacher each day, allowing children to experience high-quality texts, develop their vocabulary and foster a love of stories and literature. 
• Sharing Books at Home 
• In Reception and Year 1, children take home bedtime story books to enjoy with their families. 
• Reading aloud to children helps to develop vocabulary, imagination, comprehension and an understanding of characters, emotions and themes. 
• Bedtime story books are changed every Friday. â€‹

Bath Children's Literature Festival 

• All children from Year 1 to Year 6 attend the Bath Children's Literature Festival, where they have the opportunity to meet authors, discover new books and be inspired by the wider world of literature. 
• Library Opportunities 
• All children have timetabled opportunities to use the school library. 
• Staffed small-group library sessions take place four afternoons each week. 
• The library is also open after school four times a week, enabling children and families to browse, read together and borrow books. 

Outdoor Library 

• Children can enjoy our outdoor library located within the school's Spiritual Garden, providing a calm and inviting space to read, relax and share books with friends. 

Celebrating Books 

• Annual events such as Book Week, World Book Day, the Book Fair and author visits help to create excitement around reading and encourage children to explore a wide range of texts. 
• Trips to local Bookshop Mr B’s can give some of our children time to enjoy the smell of new books and time with adults to learn how to choose a book. 

Reading Challenges 

• Throughout the year, children are encouraged to participate in reading challenges that motivate them to read regularly and broaden their reading experiences. 

Book Blankets 

• Regular "Book Blanket" sessions give children the opportunity to explore and discuss books available in their classroom, helping them discover new favourites and share recommendations with friends. 

Reading-Rich Classrooms 

• Every classroom has a designated reading area that celebrates books and promotes a culture of reading. 
• Children are encouraged to recommend books to one another and share their enthusiasm for reading. 

Bedtime Story 

•  There is something magical about coming back to school after dark! Once a year, our classrooms are transformed with fairy lights, cushions and candles for our much-loved Bedtime Stories evenings. Dressed in pyjamas and dressing gowns and accompanied by their favourite teddies, the children settle down to enjoy a range of stories shared by their teachers. With hot chocolate and biscuits kindly provided by our wonderful PTFA, these cosy evenings are always eagerly anticipated and are undoubtedly one of our favourite events of the year. 

Reading Buddies 

• On Friday afternoons, Year 5 and Reception pupils sit side by side to enjoy books together. Our Year 5 children take great pride in sharing favourite stories and modelling a love of reading, helping our youngest pupils see just how exciting their own reading journey can become
• Through these experiences, we aim to nurture confident, enthusiastic readers who see reading not only as an essential skill but also as a source of enjoyment, inspiration and lifelong learning. 

At our school, we believe that strong writing begins with secure foundations. From the earliest stages of learning, we develop children's spoken language, fine motor control, phonics knowledge and love of stories, ensuring they have the building blocks needed to become confident, purposeful writers. As children move through the school, they learn to write with increasing accuracy, creativity and independence across a wide range of genres and subjects. 

Strong Foundations in the Early Years 

• In the Early Years, we focus on developing the fundamental skills that underpin successful writing, including communication and language, fine motor development, phonics and early mark-making. 
• Children engage in daily opportunities to practise letter formation and develop the physical skills required for fluent handwriting. 
• Writing opportunities are carefully planned throughout both adult-led and child-initiated learning to encourage children to communicate their ideas with confidence. 
• The Drawing Club approach is used to give context for children’s writing experiences 

Writing in Year 1 

• In Year 1, there is a strong focus on securing children's understanding of sentence construction. 
• Children learn how to formulate complete sentences and apply the correct punctuation, including capital letters and full stops, accurately and consistently. 
• We use a variety of strategies to excite and engage children in their writing opportunities including learning stories by heart, Drawing Club and Curious Quest 
• Writing for Accuracy is used to help children slow down, apply their learning, spot mistakes and develop accuracy and independence. 

Handwriting 

• All children are taught to use the school's agreed handwriting script, promoting consistency and high presentation standards across the school. 
• From Term 3 in Year 1, we aim for all pupils to begin joining their handwriting unless there is a specific reason why this is not appropriate. 
• Regular handwriting practice helps children to develop fluency, accuracy and automaticity, enabling them to focus more fully on the content of their writing. 

The Power of Pictures 

• We embed the Power of Pictures approach throughout our English curriculum to strengthen the connection between reading and writing. 
• High-quality picture books and visual texts inspire children to explore vocabulary, narrative structure, character development and authorial choices. 
• Children learn to analyse both text and illustrations, developing their skills as thoughtful readers and creative writers. 

A Structured Writing Process 

• Children are given frequent opportunities for sustained writing across the curriculum. 
• A sequence of shorter, focused learning activities builds towards a longer piece of writing, allowing children to practise, refine and apply new skills before writing independently. 
•  Through a share, model and support approach, children see how good writers think, helping them to understand the choices writers make and why they make them. 
• Children are given regular opportunities to plan, draft, edit and revise their writing, developing the skills to reflect on their work and make effective improvements. 

Writing Across a Range of Genres 

• Children learn to write for a variety of purposes and audiences through both fiction and non-fiction writing. 
• Writing genres are carefully mapped across the curriculum to ensure broad, balanced and progressive coverage throughout the school. 
• Each term, pupils experience both fiction and non-fiction writing opportunities, enabling them to develop a wide range of compositional and language skills. 

Writing Across the Curriculum 

• Children regularly apply their writing skills in subjects beyond English, helping them to see writing as a purposeful tool for communication, explanation and reflection. 
• Cross-curricular writing opportunities help pupils deepen their knowledge whilst strengthening their writing stamina and independence. 

Poetry 

• Poetry is an important part of our writing curriculum and each year children have opportunities to write poetry. 
• Through reading, performing and learning poetry, pupils develop vocabulary, language patterns and an appreciation of literary language. 

Through our carefully planned writing curriculum, children develop the knowledge, skills and confidence to become effective communicators who can write fluently, accurately and creatively for a wide range of purposes and audiences. 

We believe that strong spelling skills are essential for confident reading and writing. Our spelling curriculum is carefully structured to build on children's phonics knowledge, helping them develop accuracy, confidence and independence as writers. 

Reception, Year 1 and Year 2 

• Children take part in daily 20-minute phonics lessons following the Unlocking Letters and Sounds programme, our systematic synthetic phonics approach. 
• These sessions help children develop secure knowledge of letter-sound correspondences and spelling patterns. 

Targeted Support 

• For pupils who find phonics challenging, precision teaching is used to target and reinforce specific phonics phases according to individual needs. 
• Children who do not meet the expected standard in the Year 1 Phonics Screening Check receive additional daily phonics sessions to support rapid progress. 

Common Exception Words 

• Children in Reception, Year 1 and Year 2 are taught and regularly practise spelling common exception words alongside their phonics learning. 
• These words are revisited frequently to support accurate spelling in reading and writing. 

Spelling in Key Stage 2 

• From Term 3 of Year 2 and throughout Key Stage 2, spelling is taught daily using the Unlocking Letters and Sounds systematic spelling programme. 
• This programme builds upon children's phonics knowledge and develops their understanding of spelling rules, patterns and word structure. 

Continued Phonics Support 

• Phonics teaching continues into Key Stage 2 for any child who has not yet secured all phonics phases, ensuring that every pupil receives the support they need to become a confident speller. 

Grammar and Application 

• Grammar is taught as a discrete subject and as an integrated part of the writing process. It is then applied within writing lessons. 
• This "learn, apply, learn, apply" approach enables children to practise and embed new spelling, grammar and language skills in meaningful contexts. 

Through our progressive approach, children develop the spelling knowledge, grammatical understanding and writing confidence needed for success across the curriculum.