Literacy is a means of communication, be it verbal, written or read. Literacy connects all areas of learning and therefore needs to be taught and modelled from an early age. Scaffolding needs to be given explicitly to enable children to develop the skills, knowledge and understanding to communicate effectively in a variety of experiences, both now and in the future. The Stonebridge School endeavours to help children enjoy and appreciate literacy and its rich variety.
“Literacy is a bridge from misery to hope.”
- foster an enthusiasm for and love of reading and writing for life
- provide a stimulating, inclusive and language rich environment, where speaking and listening, reading and writing are taught and modelled explicitly
- provide an environment where children are encouraged to construct, deconstruct and convey meaning in reading and writing, using both fiction and non-fiction texts
- provide working walls to enable children to have visual prompts to support each literacy unit
- provide opportunities for pupils to reflect, analyse and evaluate language so that they become confident, competent and expressive users of the language
- encourage children to have fluent and legible handwriting
- provide opportunities for speaking in front of audiences with strong links to drama and ICT
- make connections between literacy and other curriculum areas to reinforce and consolidate key skills
Phonics\Reading at Stonebridge School
At Stonebridge School, our Phonics teaching follows the teaching sequence outlined in the DFE “Letters and Sounds” document.
We use Phonics Bug from Pearson to deliver phonics in the EYFS and KS1. We also use the Bug Club (Pearson) reading scheme in conjunction with PM books (Oxford University Press) to teach reading.
DSR (Daily Supported Reading)
Our KS1 pupils, and targeted pupils from KS2, have daily reading sessions with a trained member of staff. This programme helps to move all children on in their reading. It helps our pupils make accelerated progress by working in a coherent and systematic way. Our children really enjoy daily reading matched to their independent reading level and working with a trained adult.
Our staff use differentiated lesson guides to move children on and make sound judgements about when to do so. This method has a proven track record of success in raising school reading standards at KS1 and is used by a growing number of schools across the country.
We have observed more rapid progress and more confident readers in our KS1 due to the introduction of daily supported reading. Our pupils and parents are very positive about the impact of daily supported reading.
WCR (Whole Class Reading)
Our KS2 pupils have whole class reading sessions each morning based on the ideas and teaching strategies promoted by Doug Lemov in the book, ‘Reading Reconsidered’. Our WCR sessions began in September 2018 following extensive training for all KS2 teachers.
Our pupils develop their fluency and vocabulary with regular opportunities to answer carefully crafted questions linked to the key text they are studying. Texts are selected based on the following criteria; archaic language, non-linear time sequences, narrative complexity, figurative/symbolic text and resistant texts. These sessions are driven by direct teaching input and represent a shift away from the traditional Guided Reading carousel. Pupils have opportunities to read both narrative and linked non-fiction texts to help consolidate understanding of new ideas and themes.
At Stonebridge School we believe that mathematics is an essential tool for everyday life. Mathematics teaches us how to make sense of the world around us through developing the ability to calculate, reason and to solve problems. We aim to develop a positive attitude towards mathematics. It is important to promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion; enabling children to become confident learners of mathematics.
We will ensure that pupils:
- Develop the ability to recall and apply knowledge rapidly and accurately.
- Are able to reason mathematically by making generalisations and justifying ideas using mathematical language.
- Can solve a range of problems using a variety of strategies.
- Develop an efficient method for each operation.
- Make accelerated progress in all areas of mathematics.
- Apply their mathematical knowledge to Science and other subjects.
- Become independent and confident learners of mathematics.
At Stonebridge School we aim to enhance the pupil’s confidence and competence in understanding the world in which they live. We aim to stimulate a child’s curiosity in finding out why things happen in the way they do and to nurture positive attitudes toward science, through teaching scientific methods of enquiry and investigations. We aim to develop the ability to ask scientific questions and begin to formulate the pupils own ideas and explanations.
Our principles therefore are that through the teaching of Science and children are offered the opportunity to:
- Develop knowledge and understanding of important scientific ideas, processes and skills and relate these to everyday experiences;
- Learn about ways of thinking and finding out about and communicating ideas;
- Explore values and attitudes through Science.
As a school we aim to:
Enrich the curriculum through our use of ICT. We want to ensure that our children have the skills and confidence to use ICT to support their development as learners.
Develop pupils ICT capability so that they may, in time, be able to use ICT effectively, creatively and autonomously across the whole range of the curriculum.
Be able to take advantage of ICT opportunities to promote learning outside the classroom.
Develop an awareness of pupil’s personal responsibilities when using ICT to access wider resources and when communicating with others.
In our school we therefore intend to:
- ensure all staff and pupils are confident, competent and independent users of ICT
- motivate and inspire pupils and raise standards;
- develop an appreciation of the use of ICT in the context of the wider world;
- enrich learning and promote both autonomous study and group work;
- provide continuity and progression in all of the strands of the ICT National Curriculum;
- develop ICT skills through curriculum contexts;
- encourage problem-solving and investigative work;
- care for and respect equipment