St Michael with St John Church of England Primary School

Nurture, Inspire, Achieve.

Interactive Bar

Google Services

Search

Search

Translate

Translate

Contact Details

English

Welcome to the English page!

 

Our English Intent Statement

At St Michael with St John, the majority of our pupils have English as an additional language and therefore, the acquisition of language is given high priority.  Spoken language, reading and writing are integral to the whole language experience and we provide opportunities for children to develop these essential skills in English lessons and across the curriculum. 

 

Our English curriculum is designed to meet the needs of all pupils from our diverse heritage groups, preparing them as fully as possible for their next phase of education.  Our mission statement underpins all aspects of the school’s work, informs school development and shapes the school environment and our curriculum.  It is firmly based upon on our belief that, ‘with God all things are possible’.  This is encapsulated in our motto: Nurture, Inspire, Achieve.

 

Nurture: We care for, support and protect our children whilst they are growing and learning with us and encourage them to do the same for each other and the wider community.  We recognise that the ability to read and write is one of the most important skills that we can teach our children from the very earliest age.  This begins in our EYFS with the systematic teaching of phonics, letter formation and sentence structure.

 

Inspire: We inspire each child to become confident, inquiring citizens with an enthusiasm and desire to learn and explore.  We value and promote language acquisition through reading, writing and the development of oracy, so that children understand that these essential skills will enable them to be successful in English lessons and other areas of the curriculum.

 

Achieve: We develop each child to be capable of achieving in life, to develop academically and socially, and to succeed in school and beyond.  Through our immersive styles of teaching, all children are expected to use and apply their developing spoken and written language in English lessons and across all areas of the curriculum. This ensures that all pupils, especially the many who arrive at our school with little or no English, leave us fully able to do so.

 

Our curriculum is tailored to maximise pupils’ interest and curiosity for learning.  We provide a variety of first hand experiences to stimulate learning, placing a strong focus on the independent application of the essential skills and new vocabulary.  

 

At St Michael with St John, we are following the programmes of study for English from the National Curriculum.  Detailed schemes of work may be viewed in school on request.  For more information regarding Reading and Writing, please refer to the policies below.

Reading

The explicit teaching of reading is placed very highly as part of the reading curriculum:

 

Phonics

Please refer to the separate ‘Phonics’ tab for information about how we teach phonics and early reading in school.
 

Reception

In addition to a daily phonics session, children in Reception have a weekly Guided Reading session with the teacher.  During this session, the teacher systematically teaches the skills of reading.

 

Year 1 to Year 6

Whole class reading across school takes place at 1.00pm to 1.25pm in all classes and is led by the class teacher. Each year group has an overview mapping out carefully selected texts for the year.  There is one text type allocated per week, which follows a cycle of fiction – non-fiction – poetry.  Each day has a focus on a different reading domain.  Please refer to our Reading Policy for more information.

 

The Assessment of Reading

Assessing reading involves examining pupils’ competence in both word reading and comprehension.  Rich opportunities to gather evidence include reading through the English unit, whole class reading, phonics sessions, shared reading, drama and intervention sessions.  Teachers also look out also for wider opportunities to gather evidence such as reading in other subjects, class assemblies and independent reading.

 

The LAPs (Learning and Progression Steps) Group Reading Grids are used as a basis for formative assessment on a ‘best fit’ approach.  These enable teachers to identify / address gaps and plan for future learning. 

 

Summative assessments are also completed on a termly basis (half-termly in Y2 and Y6) by using a range of assessment materials e.g. National Foundation for Education Research (NFER) assessments, past SATS papers and Rising Stars (PIRA) assessments.

 

 

Reading for Pleasure

Reading for pleasure is given a high priority at SMSJ.  We hold an annual Super Reading Week in October and celebrate World Book Day in March, during which our children have access to a variety of reading experiences, including visits from local authors & visits to Blackburn Central Library.  Reading Buddy sessions take place on a half-termly basis and children enjoy sharing stories with children from a different class.  We have a fantastic school library which is open at lunchtimes and children enjoy collecting stamps on their library loyalty card.  We also celebrate ‘Author of the Month’ and have lots of competitions for the children to take part in.  Our school book shop offers a range of popular fiction and non-fiction titles which we sell at cost price.

 

Other ways of promoting reading include:

 

Star Reads

Each class has an on-going ‘Star Read’ – these are a core of books from the Pie Corbett Reading Spine which ‘create a living library inside a child’s mind’.  The Star Read is timetabled to promote reading for pleasure and enjoyment. It is an expectation that the children should be able to talk confidently about the star-read books, what they’re about and the author of each book by the end of the year.

 

Story time with Mr Simpson

Here are some of the most popular children’s stories, shared by our very own, super-talented Mr Simpson!  Click on the book cover below and enjoy!

 

The Gruffalo

 

The Gingerbread Man

 

 

Someone Bigger

 

 

Owl Babies

 

Not Now, Bernard

 

The Three Billy Goats Gruff

The Tiger Who Came to Tea

 

 

Mrs McTats and Her Houseful of Cats

 

The Gruffalo's Child

 

Six Dinner Sid

 

 

Where the Wild Things Are

Farmer Duck

Supertato - Veggies in the Valley of Doom

 

The Snail and the Whale

 

The Scariest Thing of All

 

 

Mr Brave

 

 

I'm Not Your Friend

 

 

The Giant's Loo Roll

 

Dave the Lonely Monster

 

Room on the Broom

 

Little Miss Trouble

 

 

The Wind in the Willows

Harry and the Dinosaurs Go to School

A Squash and a Squeeze

 

I Don't Want to Go to Bed

 

Cinderella

 

The Smartest Giant in Town

 

I Want to Go Home

 

Charlie Cook's Favourite Book

 

Mr Cheerful

 

I Want Two Birthdays

 

The Truth Pixie

 

I Want To Do It Myself

 

Puss in Boots

 

 

Cave Baby

 

Aliens Love Underpants

 

Peace At Last

 

 

Moon Rabbit

 

Zog

 

Click, Clack, Moo Cows That Type

 

 

Beegu

Barry the Fish with Fingers and the Hairy Scary Monster

 

 

 

Only One You

Pirates Love Underpants

 

My Grandmother's Clock

 

Winnie's Magic Wand

 

Pumpkin Soup

 

A Home for

Mr Tipps

 

Shark in the Park

 

Come On, Daisy!

 

Lost and Found

 

The Colour Monster

The Colour Monster Goes to School

The Dinosaur that Pooped the Past

 

Giraffes Can't Dance

 

Reading Corners

Each classroom has a reading corner which promotes reading for pleasure and provides children with a comfortable place to enjoy a good book. 

Emoji Reading

Writing

Writing is integral to our children’s whole language experience and takes place in the English lesson on a daily basis.  In addition to this, we provide opportunities for children to develop their writing across the curriculum and apply the skills learned in English lessons.  There is one planned 'Writing Across the Curriculum' opportunity per subject, per half term. 

 

We provide additional extended writing opportunities through half-termly ‘Big Writes’.  This approach incorporates a ‘wow’ or learning experience that is designed to motivate children and encourage them to want to write.  Learning experiences are linked to our Super Learning Days/Weeks.  Examples include: author visits during Super Reading Week, First Aid/CPR training during Safety Week and special visitors e.g. a Team GB Paralympian basketball player during Active & Healthy Me Week.

Oracy

The development of spoken language at SMSJ is of paramount importance, given that the vast majority of our children have English as an Additional Language.  Therefore, oracy plays a crucial role in all areas of the curriculum.  Strategies include regular end of unit presentations, drama, performance poetry, class Collective Worships, public speaking and debate.  On Tuesdays, we are very fortunate to have local actor Paul Simpson in school who works with the children on oracy.  It is wonderful to see our children's confidence being nurtured and they love to receive Mr Simpson's weekly 'Pineapple of Bravery' award!

 

Our school takes part in the annual debating and public speaking competitions and we were delighted to come first (for the second year running) in the public speaking competition and winners of the debating competition in 2019.  This is a great achievement for us and is testament to the hard work of our children, staff and their families.

Debating Competition Winners - June 2019

Top