Subject Rationales

7/25/2019 Subject Rationales

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Fagley Primary School

Subject Rationales

Art at Fagley Primary School

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Sketchbooks are used in KS2 to make preliminary drawings and sketch out ideas in preparation for a

more involved piece of art work. They are also occasionally used for observational drawing which may

occur outside of the classroom.

From reception upwards children are encouraged to use a wide range of materials and to consider an

appropriate use of colour when using paint or coloured pencils. A range of coloured paint and pencils

are available to the children but they are taught and encouraged to mix primary colours to make

secondary colours and tertiary colours at KS2.

ur school has been involved with many art pro!ects which are usually an extension of and follow the

current topic that is being studied within the classroom at the time. The art work produced maybe two

dimensional in nature using an appropriate medium such as paints" coloured pencils" collage etc but

could be three dimensional also. #xamples include clay $iking ships made by class % and cardboard

$iking ships made by class & painted with $iking specific colours. A 'orld 'ar Two Spitfire plane was

made by class ( as well as a large Anderson shelter. This follows the general trend of staff and

children taking pride in researching and making ob!ects which add to and enhance the topic specific

displays within the class room" to create a more enriched learning environment for the children.

)hildren are often introduced to artists who make a link with their own work such as *owry when )lass% made *owry inspired mills for their $ictorian+mills topic made from pastel coloured sugar paper with

details and shading added using pencil" pastels and charcoal. All the children,s work was combined to

make one single townscape which was then selected to be displayed at )artwright -all in radford.

/avid -ockney provided the inspiration for a large painting based on his painting of Salts 0ill by class

% which was exhibited at Future -ouse in radford.

There has been certain times when artwork produced has been more ambitious and technically

challenging due to a larger scale" re1uiring a complete control of materials to ensure 1uality and

sturdiness. This was evident in the culmination of work produced by every class in the school for the

purpose of a whole school exhibition based upon a specific book each class was studying. )lass &produced an amaing giant seat made from newspaper and art straws inspired by 3oald /ahl,s 4eorge,s

0arvellous 0edicine which was proudly put on show at Future -ouse in radford. )lass ( created an

5ron 'oman inspired by Ted -ughes,s book made from a metal bin" car head lamps" nuts and bolts and

chicken wire displayed in the grounds of the school.

#ach and every class was involved in producing a picture of a poppy for 3emembrance /ay in 6ovember

278&. Some classes made observational drawings+paintings from actual poppies we had growing in the

school grounds" whilst reception+nursery made paper poppies that stood up. All the pictures were then

carefully laid side by side row on row taking up most of the school hall" creating a poignant and

dramatic scene.

The most recent artwork to involve the whole school was a carefully considered piece produced for

refugee week by each class from reception up to class 9. The work was based around a specific theme

being common ground+shared dreams and was proudly exhibited at the Kala Sangham community arts

centre in radford. )lass 2,s picture of a dove was selected to be used as a motif on all the

advertising for the event itself.

ften competitions which may be seasonable are entered by each class" such as designing a )hristmas

card or )hristmas nativity scene for which a pupil from class six was chosen for first prie and a pupil

from class five won second prie. Artwork was selected from several classes to be exhibited at 5dle in

connection with 5dle Art Studio.

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Art coordinator meetings are periodically attended to keep up to date with current local art practice

and to be informed of up and coming exhibitions and competitions.

Computing

At Fagley :rimary School our children have access to state of the art digital resources to support

their understanding of information technology" digital literacy and computer science as part of the

)omputing curriculum. )hildren also fre1uently use technology as cross;curricular tools for learning ina range of other sub!ect areas. ur children know how to use devices safely and appropriately and

receive regular online safety lessons and instruction" through )omputing lessons" :S-)# lessons"

assemblies and through other events that carry a specific online safety theme.

'e are proud to deliver weekly )omputing lessons to every class from 6ursery to <ear 9 in our

purpose built )omputer Suite which comprises 89 high specification touchscreen 'indows desktop

computers as well as a large digital screen for sharing pupils= work and for demonstrating activities. y

embedding a culture of high expectations and by delivering lessons to children in groups no larger than

89" children are able to make rapid progress as they develop a range of digital skills and competencies.

'e believe it is important for children to have access to a range of digital ecosystems and as such also

provide access to %7 i:ads that are shared across our Key Stage ne and Key Stage Two classes.

These devices are primarily used by pupils in lessons for the purposes of carrying out internet

research and for creating a range of digital artefacts such as interactive presentations" videos"

animations and simple computer programs.

)hildren also have access to a portable suite of 89 'indows laptop computers that are accessed

flexibly across the school for a variety of purposes. The number and breadth of devices available in

school that children have the opportunity for one;to;one access to an internet;enabled device

whenever the need arises.

'e place great emphasis on children becoming the creators of high 1uality digital content rather than

!ust consumers of it" and as such we devise many opportunities for children to understand the true

value of this" whether through inviting children to deliver interactive presentations they have

authored to their classes" through celebrating their successes in our weekly )elebration Assemblies or

in our annual /igital Showcase #vent" at which every child in school exhibits an example of their best

digital work in an immersive gallery space in the school hall. 'e know that these examples create a

culture that values the digital world and shows children its real value in 28st )entury ritain and around

the globe.

Elklan

'e initially started #lklan as our school had a high proportion of children with speech and language

difficulties. 'e wanted school staff to become more aware of the importance of speech" language and

communication for all children. 5t was an opportunity to give teachers and teaching assistants practical

strategies to make the school more communication friendly.

A big part of #lklan is to consider 1uestioning. 'e introduced blank 1uestioning to be used in school

especially when dealing with behaviour. Strategies such as mind maps" word wise whi" multiple

meaning trees" spidergrammes and venn diagrams were introduced to extend children=s vocabulary.

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#ach classroom was asked to create a visual timetable for the class. 'e discussed visual routines for

specific children and the benefits of keeping this visual. #.g. task plans" routine cards.

Engaging Families at Fagley Primary School

#ngaging Families is an accreditation achieved by Fagley :rimary School in >uly 278%.

The accreditation recognises the 1uality of work school does with families. 5t has enabled our schoolto? 3ecognise" celebrate and assure the 1uality of existing partnerships with families" develop and

improve our work with families and evidence the impact" remove barriers to learning for all family

members and help to support families in developing their children=s achievement and self;esteem.

The assessors report recognised the exceptional work carried out daily at Fagley :rimary School.

They reported that family partnership is deeply embedded throughout school.

:arents reported that they always feel very welcome in the school and children=s centre and that their

opinions are listened to and valued. There was good evidence that parents receive as warm reception

when they visit school and the school responds to their opinions and needs.

The award recognised that school provides high 1uality information to parents and gives outstanding

support to many families including those facing difficult and challenging circumstances.

#ngaging families will remain high on the schools proprieties and will invite the assessors for inspection

when the award is due to be reviewed every % years.

Food Technology

At Fagley :rimary school we believe in providing pupils with a broad and balanced curriculum. 'e want

children to be successful in all aspect of life in order to be confident" independent" collaborative and

resilient learners. ne of the many valuable skills we teach pupils is @Food Technology=.

At Fagley :rimary school we have a state of the art food technology room which allows groups of

children to work with a specialised teacher to not only develop their cookery skills but expand their

use of language" provide them with opportunities to write for a purpose and to help develop their

mathematical skills.

5n Food Technology we seek to develop in our pupils a sound understanding about food and the

important role food plays in a healthy lifestyle. 'e teach the basic practical cookery skills and focus

particularly on -ealthy #ating" Safety and -ygiene" /iet and 6utrition. :upils are encouraged to be

independent learners" creative thinkers and team workers through their food studies

Forest School

Forest School at Fagley :rimary aims to engage children with the outdoors fostering a love" respect"understanding and responsibility for our environment. 5t promotes the development of social

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interaction" emotional intelligence" self;esteem and an independent" intrinsically motivated" self;

confident approach to learning.

#very child in KS8 and KS2 attends weekly Forest School sessions for a term each year. The sessions

are a minimum of two hours long giving children the time to explore" discover" problem solve and enter

a flow state of learning. The Forest School :ractitioner is supported by the class Teaching Assistant

enabling class learning to be enriched and consolidated through outdoor experiences. The children

pursue paths of learning that interest and challenge them. They set their own goals and work towards

them at their own pace" reflecting on their progression and deciding on their next steps for learning.

Achievements are acknowledged and celebrated" whilst a culture is fostered in which is accepted that

sometimes things go wrong and when they do" the group work together to find solutionsB. Showing

respect for the environment" each other and ourselves is at the heart of the Forest School ethos. The

children learn how to express and vocalise their needs and feelings and demonstrate empathy for one

another. The high adult to child ratio during sessions allows the children to be supported in their

decision making and beneficial risk taking.

Sessions take place in biodiverse ancient woodlands within walking distance from the school. The

children learn to take pride in this local community asset and are encouraged to use it in their leisuretime with their families.

Fagley :rimary is an active member of the radford Forest School 6etwork" meeting regularly with

Forest School providers in the district to share skills and help to maintain best practice.

Mathematics

At Fagley :rimary" we create a maths culture that has fluency" reasoning and problem solving at its

heart. #very child has the opportunity to access problem solving and reasoning activities on a regularbasis and demonstrate mathematical understanding at a deep level by applying their skills and

knowledge to different problems" contexts and sub!ects. 'e believe that every child can and will

achieve.

A variety of concrete materials are used across the school to ensure mathematical understanding"

especially when new concepts or methods are introduced. This allows children to develop a depth of

understanding and fluency. 0ore able children are challenged through demonstrating their knowledge

in greater depth while less able children are given the support they need to grasp concepts and

methods. Staff focus on the mathematical understanding" reasoning and fluency while ensuring the

listed content is covered appropriately. This is reflected in the long term plan for each year group"

which also breaks down each ob!ective in to appropriate steps" taking in to consideration gaps in prior

knowledge. *inks are also made with other sub!ects where appropriate and real;life contexts.

'eekly @Cp for a )hallenge= lessons ensure methods of problem solving are taught and children are

challenged to reason mathematically by applying their knowledge to a variety of routine and non;

routine problems.

3ecall of mathematical facts is a focus" with children having half termly targets which are regularly

visited in class and children given the opportunities to use these facts in a range of problems. #very

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fortnight" there is a times table challenge for specific year groups to promote learning times tables

and to celebrate children that can recall facts.

Mosaic

The programme seeks to e1uip young children with the skills to connect education to work at an early

age through mentors from professional backgrounds acting as role models" and so children girls can

aspire to careers in a range of different sectors. :arents+carers also participate in lessons that raise

their awareness of the importance of education and how to support their children through school andbeyond.

The programme itself is ten weeks long" with a weekly hour;long session where the children cover

themes such as confidence" communication" and role models" whilst the adults look at themes such as

citienship and understanding the ritish education system. To complement the sessions" adults and

children are provided with resource booklets which they can refer to throughout the course and

beyond.

5ncluded in the programme is a special university visit to provide exposure to further education.

-osted by student ambassadors" all participants attend a prominent university to participate inworkshops" a tour of the campus and a presentation on university life.

http:!!!"mosaicnet!ork"co"ukmentorprimary#school#programme

Family $inks

Family *inks believes every child and parent deserves the best chance in life D at home and at school.

The 87 week programme enables parents to become more effective" caring and confident in raising

their children and it helps those children to become more emotionally resilient and socially responsible.

The dynamic approach tackles the root causes of social problems through the 6urturing :rogramme"

which challenges intergenerational dysfunction.

The national charity provides training to enhance the skills of?

E practitioners working with parents individually or in groups

E schools" teachers and universities to create emotionally healthy learning environments where

everyone can aspire" flourish and achieve.

https:%amilylinks"org"uksg#cmspd%&docs'ntroducing&Family&$inks&$ea%let"pd%

PE

'ith the introduction of :# funding following the *ondon 2782 lympic 4ames :# lessons and sport at

Fagley :rimary school now has a renewed sharp focus.

The sports premium along with school funds has this year seen the employment of two sports coaches.

The coaches deliver 2 hours= worth of high 1uality :# lesson to all children across the different year

groups each week.

The sports coaches provide lunchtime sporting activities that the children can choose to engage in

further more providing opportunities to develop their skills and fitness levels.

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A small part of the funding is used to promote pupils health and wellbeing including providing help for

those pupils who were overweight or obese. A specialised @Fagley Fitness club= meets weekly and has

been set up to help tackle childhood obesity. :arents and friends of the school can also attend helping

to build community cohesion.

:# at Fagley has many strengths with a wide selection of afterschool clubs available to all children

free of charge. After school clubs include athletics" basketball" hockey" football" gymnastics" Frisbee

and golf. All children are welcome to attend clubs. Keyworkers encourage disadvantaged children to

attend at least one club weekly. Attendance is monitored by key workers and senior leaders to ensure

all children are engaging in the physical activity provided.

The uptake in extracurricular sporting activities has increased and all clubs run at full capacity. Sports

CKB *td have arranged competitions and festivals" with children attending after school clubs which

work up to these competitions. Some of our children have won awards for both winning and team work.

'e have also worked closely with the -anson :artnership and the Sainsbury=s School 4ames and have

also arranged friendlies in Tag 3ugby" 3ounders and football.

:hysical education contributes directly to development and competence and fitness at Fagley :rimary

School. 5t also helps pupils to make informed choices and understand the value of leading as physical

lifestyle. The good physical education we offer has a positive impact on both academic learning and

physical activity patterns of our pupils. 'e believe that a healthy" physically active pupil is more likely

to be academically motivated" alert and successful in life skills.

(hat does Phonics look like at Fagley Primary School)

'hat do we use to inform our teaching

The *etters and Sounds document is used throughout school to inform the progression and teaching of

the different phases.

'hat does :honics look like across the school

6ursery

5n 6ursery there is a great emphasis on developing speaking and listening skills individually and in small

or larger groups. :hase 8 phonic activities are included as part of everyday teaching activities and

then introduced more formally in small group sessions. There is a strong focus on developing the

children=s capacity to listen" concentrate and discriminate between sounds and also to prepare children

to enunciate sounds correctly.

3eception

5n 3eception" :hases 2 and % are introduced and taught in discrete sessions. Though initially taught as

a whole class" children are then grouped according to attainment to meet the needs of the children.

The classroom environment reflects the age related expectation. This way" children who need extra

support still have exposure to the full range of phonemes taught.

As well as discrete teaching" children are encouraged to apply their phonic knowledge for a purpose in

the daily provision. This might range from reading captions or environmental print to writing in the

role play area. 'riting materials are widely available for the children to use and children can access

books at all times as well as take them home to read.

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At the beginning of the school year" parents+carers are invited to a phonics session where they can

see how phonics is taught and the correct pronunciation of sounds is modelled. Activities are provided

to model how to blend and segment sounds to read and spell words and to show how these can be easily

done at home to support children=s learning. Activities are also provided to show how this then

progresses into reading simple captions and sentences. :arents+carers are also made aware of the

expected phonic level for that year group.

All staff in 3eception have received phonics training and have an understanding of how phonics should

be taught effectively.

Key Stage 8

:honics is taught every day in a discreet 27 minute lesson. )hildren are grouped according to their

phonics attainment and are taught by the teacher and teaching assistants. :lanning is provided by the

teacher. oth <ear 8 and <ear 2 teach the age related phase. This level of phonics is the expectation

and as a link to ensure application" the particular phonemes taught are incorporated into teaching in

other areas of the curriculum so that children can use and apply what they have learnt in phonics

sessions within other sub!ects.

5n addition to learning particular phonemes for the week" there is also an expectation that children will

learn to read and spell the high fre1uency words. 'ord boxes have been distributed to each yeargroup and all children within Key Stage 8 have a word box containing the first 877 high fre1uency

words. These boxes are checked regularly by both the teacher and teaching assistant to ensure

children learn the words. Known words are then placed into a word book and are revised as

appropriate. nce the first 877 high fre1uency words can be read" children are then moved onto the

next 277 common words. 5t is expected that children will learn these words at home and progress

through them at a good pace.

All members of staff within Key Stage 8 have received phonics training.

Key Stage 25t is recognised that phonics teaching and learning does not finish at the end of Key Stage 8. As

children move into Key Stage 2" they begin the Support for Spelling program. -owever" children

identified on the phonics tracker that are still working on the phases as outlined in the *etters and

Sounds document" are provided with a tailored catch up and revision program alongside the age related

expectation for the year group. Key word boxes are also provided and checked regularly for these

children.

Religious Education

#ach year group covers specific religions and themes throughout the year" in order to broaden their

knowledge of the six ma!or faiths. $isits to places of worship or visitors into school are arranged toembed learning and foster a deeper understanding. :re and post learning sheets are used at the

beginning and end of 3# lessons" each term" so the children can see their progression. #ach half term

we have a family faith day to celebrate a festival from one of the faiths. #ach festival has been

carefully selected to promote e1uality and diversity and also works alongside our outstanding learning

behaviours. /uring the faith days" children from each classB are put into their house groups where

they work alongside any family members they have in school. :arents and carers are invited to come

into school and take part in the celebration and achievement with their children" and can learn to

respect each other=s cultures and differences together.

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As a school we promote ritish values in a number of different ways. 'e have an annual school carol

concert in the local church" 3eception children hold a nativity play and we have a whole school

)hristmas dinner that parents and carers are invited to. For -arvest" we collect donations of tinned

and dried food for the radford Food ank. Some children have previously taken part in the elieve in

radford conference" where they have participated in activities around identity" values" commitments

and beliefs. The conference encourages children to learn from each other and share their experiences

in order to promote community cohesion" through an understanding of shared human values" and also

promote children=s Social 0oral Spiritual and )ultural development.

The positive culture we promote throughout the school is empathised through activities such asG Stand

Cp Speak ut and 0ake a /ifference. This involves the children training to become ambassadors for

either the Anne Frank or Kokeshi exhibition. This training encourages and improves self;confidence

and awareness in challenges faced by others from past to present. The skills they learn help to

prepare them for the next stage in their education.

S*C'A$ M*RA$ SP'R'T+A$ C+$T+RA$

As a school we take pride in having S0S) in the heart of everything throughout our school. 'e

understand the importance of the children being aware of and excepting the diversity of ritain and

the world around them. This is promoted by using a range of life issues as assembly focuses each week"

such asG safeguarding 'eek" 3emembrance /ay" Fairtrade /ay and Friendship 0onth.

#ach year we have a focus on raising awareness of a variety of different charities. )hildren contribute

in lessons such asG cooking and forest schools" to help with fundraising. This year we are holding a

0c0illan )offee 0orning parents are invitedB" Farm Africa;'elly 'alk" )hildren in 6eed and )omic

3elief.

'e support children=s understanding of how to keep themselves safe from relevant risks by ongoing #;

Safety lessons and safety 1uestions of the week. 'e also have a focus on lack -istory 0onth in

ctober" Anti ullying 'eek in 6ovember and 5nternet Safety /ay in February. )hild*ine workshops

are delivered in upper key stage 2" and we ensure every child throughout the school has the

opportunity to share any concerns. 'orry boxes and feelings charts are in every classroom and a

keyworker is assigned to each child. )ontinued learning of these and other life issues are focused on

during 0y :lace in the 'orldG a sub!ect that covers relevant issues from around the world" activities

to promote self;confidence and self;awareness" careers advice and guidance about education"

employment and training" general health and well;being and also all other aspects of :S-# and)itienship. 6ewsround is also watched to encourage children to be aware of global issues. Annual

visits to the :ositive *ifestyle )entre help to install learning around keeping safe and transition to

secondary schools. As a school we understand the importance of transition to new classes as well as

new schools and know how difficult it can be" especially for many of our children at our school. 5n

order for things to run smoothly and for the children to feel more confident" we hold a transition week

in >uly so the children can spend time getting to know their new teacher and classroom. <ear 9

transition is ongoing throughout the whole of their final year with visits to career fayres" universities

and also visits from a variety of professionals such asG lympic athletes" sea cadets" nurses and Hoo

*ab.

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#ach class has a different focus on radford during the spring termG these include gaining knowledge

on radford )ity Football )lubs fire disaster" mills and transport" changing industry in the area and

the ronte sisters. 'e have house mornings each half term that are named after radfordian people

who have had a positive impact on life today. #ach house group takes part in an activity to help develop

their learning and life skills. These activities are covered through library" )ity -all and museum visits"

forest school" cooking" 5T" art and circus skills workshops.

ritish $alues are promoted throughout the curriculum" and we also have specific events purely based

around these values during our ritish $alues week. #ach year group focuses on one of the values

throughout the week and then their work is displayed in our ritish $alues 4allery. 'e have afternoon

tea" on one of the afternoons" for the whole school" sandwiches" buns and scones are made and served

by children. This is a fantastic opportunity for the children to embrace being ritish and the values

held by all. The week is topped off with a whole school rendition of the national anthem and parents

are invited to walk around our ritish $alues 4allery of work. This year we are also focusing on ritish

cities in order for the children to improve their knowledge and understanding of the great cities within

our country and to develop their geography knowledge. Saints /ays are covered in *iteracy lessons to

also embed ritish values.

ur school is taking an active role to become a school of sanctuary for refugees and asylum seekers.

)hildren are continuing to gain knowledge" empathy and understanding on the unfortunate events taking

place in our world today. *ast year" the whole school took part in 3efugee 'eek. #ach year group

created a piece of artwork around the theme @common ground and shared dreams=. The artwork was

then displayed in Kala Sangam for the public to view. <ear 8=s collective artwork of the @dove of peace=

was used on flyers and posters to promote the exhibition throughout radford. )ity of Sanctuary

meetings" for schools" are hosted here so that we can share our good practice.

'e continually encourage our children to let their voice be heard and to have a say on things that

happen in our school. This is done through our School )ouncil" who have been chosen fairly by children

and staff after applying for the position and being interviewed. The successful applicants then take

suggestions from the children in school on issues such asG changes to school dinners and new e1uipment

for outdoors. The School )ouncil are also involved in interviewing potential new staff" safeguarding and

attendance" finance and fundraising" healthy lifestyles and health and safety. They then report back

to the rest of the school regularly through School )ouncil assemblies.

Reading

At Fagley :rimary" we seek to not simply teach our children to read" but to want to read" to choose to

read and then to love to read. 'e recognise that building this ethos involves sharing this attitude

across all sub!ects and all year groups.

)hildren in our Foundation Stage take part in daily shared reading" in which books" information and

stories are discussed and celebrated. ooks are a means for children" especially those with little

#nglish language exposure" to develop their vocabulary and detect sounds and rhythms D with the focus

being on the en!oyment of the experience. This is where the love of what books have to offer is born.

Key Stage ne empowers our children to want to read. )ontinuing from 3eception" children in <ear 8and 2 have daily phonics lessons which enable them to move to independent reading. This growing

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confidence and competence is supported through building on our strong links with parents and carers?

children practise their skills and share books at home. All children have access to good 1uality and

challenging texts" regardless of their home background.

5n Key Stage Two" phonics teaching continues in interventions for those children who have not yet

understood each phase of the *etters and Sounds programme so that all children" regardless of

ability" want to read because they can. )hildren in <ears % to 9 also continue to complete a 3eading

3ecord at home to ensure communication continues between school and home. 5t is in Key Stage Two

where children also learn to choose to read.

*earning at Fagley :rimary ensures the children are introduced to rich and varied texts ; not !ust in

#nglish lessons" but throughout the curriculum" including in assemblies. Teaching around these texts

allows children to discuss" embed and apply new vocabulary? books are the vehicles to creating more

articulate learners. 3eading for pleasure is developed through Shared 3eading sessions in each class in

which teachers" and subse1uently children" model stating opinions about texts. Teachers select texts

to sustain" and in response to" children=s interests. Teachers model reading with expression so that

children understand the expectation during 4uided 3eading sessions. Knowledge of each class=s

interests is also built into weekly library sessionsG classroom staff accompany children and ensurebooks are chosen for interest yet remain accessible. The library time is an opportunity for children to

engage with books slightly above their independent reading level D we allow children to choose to read.

Cnderstanding of what is read is the key to a love of reading. #ach class has at least three 4uided

3eading sessions per week. )hildren of all abilities are taught to retrieve information from texts they

can access and analyse information and events. )hildren who have mastered these skills and have

experienced all we have to offer at Fagley :rimary truly do love reading.

Speech , $anguage Therapy

5 have been working in Fagley :rimary School as a Speech I *anguage Therapist since 6ovember 278%.

This input has occurred on a weekly basis.

'orking as part of the school team in Fagley has enabled me to provide holistic care for each student

on my caseload by working alongside the S#6)o" class teachers and teaching assistants. School staff

have been trained to support the students= speech" language and communication needs S*)6B through

individual and group speech I language therapy S*TB programs or as a whole class approach. As a

result staff know which pathways to follow in order to support the students= S*)6 and feel more

confident when leading interventions. This integrated approach has supported the students= ability toaccess to the curriculum.

#arly intervention has also been targeted within the school and children centre setting. This early

intervention has had a positive effect on the students= speech and language development" which is

evident from the reduced number of older children needing support in school.

'orking in Fagley :rimary School has allowed me to also support families" who may not have been able

to attend community appointments. y building on the established parental links in school

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:arents of children with S*)6 have attended meetings" training sessions and therapy sessions. y

building on :arents= confidence and knowledge around Speech I *anguage development this has enabled

them to better support their child=s speech and language development.

5 look forward to continue working collaboratively with the staff in Fagley :rimary School to support

the student=s S*)6.

Talk %or (riting

At Fagley :rimary School" we recognise that good writing relies on children=s ability to have an element

of fluidity in their language and communication skills.

Talk is the foundation skill to allow coherent" clear and engaging writing.

0any of the children who attend our school struggle with *anguage and )ommunication skills along with

poor vocabulary. As a result of this" we adopted the Talk for 'riting T&'B approach to bridge the

gap" e1uipping children not only with an array of text structures but also with the vocabulary and

language which could be applied in different contexts.

#ach half term" both a fiction and non;fiction text is taught using the T&' method. Texts are

selected carefully to link into curricular themes. As a whole school" we follow the progression

document published by :ie )orbett recently updated to fit the new 6ational )urriculumB. This

indicates the kind of key language that should be taught in each year group.

Texts are re;written accordingly to feature key learning that is needed based on prior assessment and

known gaps.

Story or text maps are made by the teacher and actions are used to learn the text by heart. This is

appealing to visual" auditory and kinaesthetic learners.

Any key language taught has an action. These are displayed in class as a reminder for future learningand application. #ach year" all the displayed actions get passed up along with the class so that the next

teacher can build on that learning.

)hildren are taught how to innovate the text learnt in order to create a new one. This is done primarily

through shared and guided writing.

ur hope as a school is that children will have a bank of different text structures and vocabulary that

can then be used in the invention stage.

This is where children are able to write an array of texts using what they have learnt along with what

they have picked up through reading.

To heighten the profile of T&'" dedicated class assemblies are held where year groups are

encouraged to share some of their story + text maps and perform the texts learnt. This allows for

both teachers and children to see the impact and progression throughout the life of the school.

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Documents

Subject Rationales