Talk at Thriplow
Education at Thriplow is not just about the National Curriculum. We place a great emphasis on developing self-esteem and confidence, through our caring Christian ethos and our ability to give every child individual attention. We firmly believe that learning to express oneself articulately is an important aspect of education, and we aim to improve the children’s spoken English through a variety of initiatives and activities.
Each cohort learns a poem by heart every term and recites it to the class/Key Stage/whole school. We hold a Poetry Recital Competition each year and the winner receives a prize and has his or her name engraved on a trophy.
Every child in the school (Years 1 – 6) is encouraged to deliver a Presentation to their peers. In Year 1 and 2 children take part in ‘Show and Tell’ which is a time to present to the rest of the class with artefacts and pictures of a subject of their choice. The whole school listens to a presentation delivered by a teacher and considers the skills needed. The Year 6 children are the first in the year to deliver a 3 minute talk on any subject to the rest of KS2. Year 5 and Year 4 also have the opportunity to deliver a presentation later on in the year. The children also have the opportunities to join in a whole school debates.
Philosophy for children is being developed across the school. This allows children to learn to talk and develop ideas and teaches them to become good listeners also.
Teaching Reading at Thriplow
The school works hard to ensure every pupil makes progress with their reading. Within FS and KS1 classes children are heard read twice weekly at school and within Reception there is much reading integrated into the provision. If the child needs more support, they are put on the Regular Readers list. In FS and KS1 reading records are checked daily and children are expected to read every night with a parent/carer. In KS2 the reading choices are monitored and supported. We are aspirational with their reading choices -whilst encouraging reading for pleasure. Reading records are a really important link between teacher, pupil and parent and are checked once a week. Regular Readers are heard read more often during the week. Adults at home are encouraged to share reading experiences with their children up until Year 6.
As a school we strive to instil a love of reading through the teaching of high-quality texts and surrounding the children with an environment that is rich in language and print. Children explore these in a number of ways such as recitals, drama, performances of plays, assemblies, the arts, celebrations of book days, shadowing book awards and whole school projects. We have a wonderful library that is kept up to date with ‘birthday donations’ from parents and a wish list online. The library is enhanced with displays of books being covered in classes. Each class has access to a wide range of fiction and non-fiction within class. We also ensure children make progress through focusing on the teaching of key skills of vocabulary, inference, prediction, explanation, retrieval, sequencing and summarising. We also adopt the approach that the knowledge that children gain from other areas of the curriculum will impact upon their comprehension and with that in mind we ensure that the every child is immersed in a rich cultural capital. Reading takes place in various forms throughout the day: a poem a day, whole class reading, 1:1 reading with an adult, group reading, a class novel/story for pleasure and reading clubs. We have a Year 6 lead for reading who sets a great role model for the rest of the school.
Children learn synthetic phonics systematically as a whole year group from the beginning of Reception. Reception children begin with phonological awareness activities. Reception and Year 1 have just introduced Sounds Write as their method for teaching phonics. Assessment of phonics is carried out 1:1 by the class teacher or teaching assistant. Reception children are assessed in Baseline and teacher assessment. Children are assessed in phonics upon entering Year One and then again in December, March and then the phonics check in June. Children who are not meeting satisfactory progress are then given additional support at each stage, often in a small group or individual basis.
In 2018 and 2019 data showed we were achieving above the national percentage. In June 2020 and 2021 children were not asked to take the Phonics Check. Children who do not reach the expected standard are given extra support to achieve the phonics check in Year Two this is decided on a needs basis as what support would be most beneficial. If a child goes into Year Three having not passed the check, they would be part of the Provision Map and monitored more closely for progress.
All teachers throughout the school carry out continuous formative assessment and this is put into the Provision Maps. This is regularly updated and it shows what additional support and progress is happening within each class. These are shared with the SENCo, other class teachers, teaching assistants and the head teacher in staff meetings and also governors with a subject specific responsibility. In line with Trust guidelines we also carry out DIBELS reading assessments.
Teaching of Writing At Thriplow Primary School
At Thriplow we use a thorough, systematic and creative approach to the teaching of writing. The National Curriculum is used as the ‘bare bones’ for how teachers plan their writing sequences.
Talk is at the centre of teaching the children to write. We believe if they can’t ‘talk it’ they won’t be able to write it. Much time is dedicated to orally composing sentences or parts of texts, learning texts/poems off by heart and using them as a model to scaffold their writing from. Each child creates a poetry anthology during their school years here.
Writing is taught through the use of high quality texts, real life experiences and using writing across the curriculum to inspire and enthuse the children to write. Each teacher ensures they are teaching a range of writing that covers non-fiction and fiction text types linked to the learning going on in their own class. Teachers are trusted and given the freedom to adapt writing sequences in order to adjust to the needs of each class and follow the interests of the class.
We use discrete phonics, SPAG (Spelling, Punctuation and Grammar) and handwriting lessons to ensure there is rigour but then teach the application in their writing through modelling, shared writing and paired composition. Sometimes we use the process of the ‘slow write’ to ensure the focus is applied.
Writing is assessed across the school half termly using the Trust guidance. This also allows for moderation and is compiled in the children’s Writing Portfolio. We also take part in No More Marking assessments for writing which allows us to moderate our judgements across a national picture.