The more that you read, The more things that you know, The more that you learn, the more places you'll go ~ Dr Seuss
Throughout Kingston Park English underpins all that we do. We provide a high-quality education in English, creatively teaching our pupils to speak and listen, to read fluently and to write effectively. Therefore, we ensure all children have the tools and ability to communicate their imaginative ideas, thoughts and emotions to others in a creative way.
At Kingston Park there is a strong emphasis on pupils developing a great love of the English language through a great love of literature and a creative, innovative English curriculum. After all…
“A book is a dream that you hold in your hand.” Neil Gaiman
The Teaching of English at Kingston Park Primary School falls into specific interrelated categories.
o Spoken language - Oracy
o Reading - word reading and comprehension
o Spelling - vocabulary, grammar and punctuation
o Writing – transcription, spelling and handwriting
o Composition – including the articulation of ideas and structuring them in speech and reading
o Phonics – Letters and Sounds
o Recommended Reads
Spoken Language - Oracy
At Kingston Park we reflect the importance of the spoken word across the whole curriculum. The outstanding quality and variety of language that the children hear underpins the development of reading and writing and is vital for the development of their vocabulary and grammar. Throughout their time at Kingston Park all children across all year groups, are given outstanding opportunities for the development of their spoken language. From the inclusion of ‘Talk for Writing’ throughout the school, to Show and Tell speeches. From immersion in dramatic conventions, to the presentation of research projects, debating and becoming confident actors. From developing their capacity to explain their understanding of books, through guided reading and the sharing of an exciting book, all enabling them to ignite their imaginations.
Throughout the whole school there is a passion and love of books that is developed from the children’s first day in school.
Reading consists of two interlinked dimensions, word reading and comprehension. Throughout Foundation Stage and Key Stage One, skilled word reading is developed through the working out of unfamiliar words and the recognition of familiar printed words. Underpinning both is the understanding that letters represent sounds and this why phonics is taught throughout the school, depending upon the needs of the children. Throughout Foundation Stage and Key Stage One discreet phonics sessions are planned for and taught every day following the Letters and Sounds phonics scheme. These sessions enable the children to learn specific sounds through practical sessions which are reinforced through games and homework. You can see a copy of the Letters and Sounds document here: Letters and Sounds Publication
Reading consists of two interlinked dimensions, word reading and comprehension. Throughout Foundation Stage and Key Stage One, skilled word reading is developed through the working out of unfamiliar words and the recognition of familiar printed words. Underpinning both is the understanding that letters represent sounds and this why phonics is taught throughout the school, depending upon the needs of the children. At Kingston Park we use a high quality systematic synthetic phonics approach. Throughout Foundation Stage and Key Stage One discreet phonics sessions are planned for and taught every day following the Letters and Sounds phonics scheme. These sessions enable the children to learn specific sounds through practical sessions which are reinforced through games and homework.
All children at Kingston park begin their phonics journey in nursery using the Letters and Sounds programme phase one with our outstanding early years practitioners. Our nursery children begin to listen and discriminate environmental and body sounds. They begin to play with sounds and words using rhyme and rhythm, alliteration, voice sounds and oral blending and segmenting.
As the children progress through reception and Years One and Two all children have daily phonics session following the Letters and Sounds programme. Each phonics session is differentiated according to the needs of the children. These sessions are visual, auditory, practical and engaging…but most of all fun. This enables the children to make rapid and sustained progress.
The children are taught to blend and segment with letters and apply their knowledge to reading and spelling words, captions, sentences and eventually texts. As they progress through the Letters and Sounds programme, they are constantly learning new graphemes and phonemes for use in their reading and spelling, as well as learning alternative pronunciations. Children will gradually become quicker at recognising graphemes of more than one letter in words and blending the phonemes represented.
All children in Year One work towards completing the phonics screen check during the summer term. Our highly experienced staff ensure all children make good progress towards passing the check and additional support is out in place for those children who need it. As parents you are constantly kept up to date about your child’s progress in phonics and our staff are always on hand to answer any queries and questions you may have. Any children who do not pass in Year One will retake the test the following year in Year Two. Additional support is put in place to support these children.
The selection of reading books your child brings home will support and develop their phonic ability. As they develop reading fluency books will include more words and text that they will be able to decode.
Year 2 Phonics Screening
It’s a Pleasure! How our children learn to read.
“You can find magic wherever you look.
Sit back and relax all you need is a book!” – Dr. Seuss
We believe that reading is a pleasure; therefore, at Kingston Park we use a real book approach, which is complimented by a selection of phonic based books, to help your child learn to read. All of our children bring home real books from the beginning of their reading time in reception. Our colourful reading streets are full of the finest children’s literature from which, each day, your child can choose their own book to take home and share.
From the moment you step through our doors you and your child will be immersed in a love of literature and good books. We actively promote a love of reading and we do that in a variety of ways.
Storytime: Everyday, at the end of the day, the whole school enjoys storytime. A time where teachers can be together with their classes and share fantastic exciting literature with your children. The children sometimes bring in their own books to share and sometimes we choose from our class boxes of literature. We read a range of classic texts, traditional tales, new authors and regular favourites. Each day our expert teachers and teaching assistants bring to life a story for your child.
Vocabulary: We believe words are very important and our classrooms display a wealth of vocabulary discovered by your children.
Reading Corner: In each classroom there is an area dedicated to amazing literature, a place where children can read, share, discover facts and laugh out loud.
Authors: Our links with Seven stories, the National Centre for Children’s Books, enables us to ensure authors visit our school regularly and promote a love of reading and writing.
Library: Nestled at the heart of our school you will find our library. A centre for great books where you find children discovering the awe and wonder of a good book.
Parent Workshops: We hold regular parent workshops to share and explore stories, as well as helping and supporting parents to understand the development of reading and different reading strategies.
Come on in! At any time, you will be welcome in our school to come and share stories with your children.
World Book Day: Each year we celebrate books. We dress up as our favourite book characters and hold a book swap and raise money for books for our library and reading streets. Great fun is had by all.
Reading Buddies: Our Year Six Reading Buddies support some of our younger children encouraging them to develop a love of reading.
Reading Journals: Our reading journals from a line of communication between home and school, parent and teacher and are very important to us. Your child will regularly change their reading book and read with their class teacher. They may read one to one or within a group. You class teacher will comment through a written message in your child’s reading when they hear them read. These messages will let you know how your children are progressing and how they can be helped and supported at home. We do love to know how they are doing at home so we encourage parents, and children of Key Stage Two to write a comment in the book too.
Books: When reading your child will choose a library book and a book from our levelled reading streets. On our reading streets children will find levelled books from well-known children’s authors (real readers) as well as Big Cat phonic readers, Songbird phonic readers and Usborne phonic readers. We also have online readers from Collins Connect. As children learn to read, sometimes they may struggle, but never worry, our expert staff will ensure that your child is well supported. They will become a targeted reader and become part of a reading intervention programme. This often incorporates a reading scheme called Rapid Readers and is highly successful.
Children choose and change their book regularly and are encouraged to bring their book bag, reading journal and reading book to school every day. It is important that children practise this essential life skill both at school and home.
Children will share their book with their teacher at a variety of times during the school day and staff will make comments in your child’s reading journal. Once a week in Foundation Stage, once a fortnight in Key Stage One and once every three weeks in Key Stage Two. Your child may share a book one to one with their class teacher or take part in guided or reciprocal reading groups. These groups aim to ensure your children completely know and understand what they are reading. They have an opportunity to discuss the book, asking and answering questions appropriately, giving opinions and developing their vocabulary.
Enjoyment: Our aim is that children become readers for life. They are able to read with confidence, fluency and understanding, and for a variety of purposes - not least of which is enjoyment. We firmly believe that reading feeds the imagination and opens up a treasure trove of wonder and joy for curious minds.
Good comprehension draws from linguistic knowledge and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher as well as from reading and discussion a range of stories, poems and non-fiction. All pupils are encouraged to read widely across both to establish an appreciation and love of reading, and all children are encouraged to read widely to develop their knowledge of themselves and the world in which they live. Throughout our school we use Cracking Comprehension. These sessions enable your child to read and discuss at length good quality texts, both modern and classic. The first week develops their oracy skills and is totally based on speaking and listening, reading and discussing texts, highlighting and retrieving relevant points in the text. The next week in developing their ability to read and write answers correctly and succinctly.
At Kingston Park writing is very important to us and the creative process of writing is nurtured and developed from Nursery to Year Six, through visiting authors, published books and a love of words and stories. After all…
“Words are, in my not so humble opinion,
our most inexhaustible source of magic.”
At Kingston Park children are taught to write through the process of Talk for Writing. It enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version. Imitating, innovating then independent application. This method provides us with children who have a love and passion for creating and writing, which culminates in book making, and writing where they are the authors and illustrators of their own unique work.
For more information visit:
Spelling, Vocabulary, Grammar and Punctuation
Children are taught to effectively transcribe through being able to spell accurately, knowing the relationship between letters and sounds. Effective composition involves articulating and communicating ideas and the organising them coherently for the reader. This requires clarity, awareness of the audience, purpose and context, and an increasing wide knowledge of vocabulary and grammar. As vocabulary increases teachers show children how to develop their understanding of, and ability to use figurative language. They are taught to use all the elements of spelling, punctuation and grammar from the national curriculum in a creative and exciting way. You can view a copy of the English National Curriculum here: English National Curriculum
No Nonsense Spelling
To enable your children to deepen and understand the complexities of the English language we follow the No Nonsense Spelling scheme. Each week your children are taught a specific spelling rule which they practise in their spelling journals or practically in the classroom. These rules are sent home on a weekly basis for them to practise and the children’s ability to apply these are tested on Friday. We realise that all children learn differently and therefore the strategies to learn spellings and rules will reflect this. Children and families are encouraged to support each other and work together to learn the sounds and spelling rules sent home.
Rewards for Outstanding English Work
We have a number of reward systems in place in school and awards can be given for a range of reasons. Specifically, in English there is a weekly ‘Writer of the Week’ award and ‘Word of the Week’ award in every class across both Key Stage One and Key Stage Two. These awards are chosen and given by the class teacher to a pupil who they think have produced great work, showed good understanding or quite simply tried their best. Additionally, those children who have impressed staff with a specific task can receive a Show and Tell award presented weekly during our Show and Tell celebrations. Equally they may be given house points or, for very special work, they may be given a Headteacher’s award. Sometimes children show their work to Mrs. Thomson, our English coordinator who presents them with a gold certificate.
Throughout Foundation Stage children are taught to hold their pencil correctly and form letters correctly. From Key Stage One children are taught to use a joined handwriting script. Once their writing is fluent and cursive they will be presented with their own pen and pen licence during the Show and Tell award ceremony.
Stuck for something to read…try some of our favourites.
Key Stage One
- Meercat Mail – Emily Gravett
- Amazing Grace -Mary Hoffman
- Gorilla – Anthony Brown
- The Flower – John Light
- Elmer -David McKee
- Sir Charlie Stinky Socks – Kristina Stephenson
- Cops and Robbers – Alan and Janet Ahlberg
- Beegu – Alexis Deacon
- Avocado baby – John Burningham
- Dr. Xargle’s Book of Earthlets – Tony Ross
- Can’t You Sleep Little Bear – Martin Wadell
- Knuffle Bunny – Mo Willems
- Pumpkin Soup – Helen Cooper
- Who’s Afraid of the Big Bad Book? – Lauren Child
- The Owl who was Afraid of the Dark – Jill Tomlinson
- The Giraffe, the Pelly and Me – Roald Dahl
- Flat Stanley – Jeff Brown
- The Hodgeheg – Dick King -Smith
- Fantastic Mr. Fox – Roald Dahl
- Emily Brown and the Thing – Cressida Cowell
- The Incredible Book Eating Boy – Oliver Jeffers
- Katie Morag Island Stories- Mairi Hedderwick
- My Cat Like to Hide in Boxes – Viviane Schwarz
- You Choose – Pippa Goodhart
- Dinosaurs in the Supermarket – Timothy Knapman
- The Minpins -Roald Dahl
Lower Key Stage Two
- Diary of a Wimpy Kid - Jeff Kinney
- The Boy Who Swam with Piranhas – David Almond
- Revolting Rhymes – Roald Dahl
- The Hundred Mile an Hour Dog – Jeremy Strong
- Bill’s New Frock – Anne Fine
- There’s a Spot on My Bum – Gez Walsh
- The Minpins – Roald Dahl
- The Fish in Room Eleven – Heather Dyer
- Pippi Longstocking – Astrid Lingden
- The Hodgeheg – Dick King Smith
- The Boy Who Grew Dragons – Andy Shepherd
- Black Beauty – Anna Sewell
- Alice’s Adventures in Wonderland – Lewis Carroll
- Stig of the Dump – Clive King
- Lizzie Dripping – Helen Creswell
- The Butterfly Lion – Michael Morpurgo
- The Worst Witch – Jill Murphy
- Lady Lollipop – Dick King Smith
- Muddle Earth – Chris Riddell and Paul Stewart
- The Dragonsitter – Josh Lacey
- The Little Prince - Antoine de Saint-Exupéry
- Nellie the Monster Sitter – Kes Gray
- Carrie’s War – Nina Bowden
- Gangsta Granny – David Walliams
- Beast Quest – By Adam Blade
- Varjak paw – S.F. Said
- Matilda – Roald Dahl
- The True Story of the Three Little Pigs – Jon Scieszka
- The Smallest Girl Ever – Sally Gardener
Upper Key Stage Two
- The Beast of Buckingham Palace – David Walliams
- The Hunger Games -Suzanne Collins
- Harry Potter – J.K. Rowling
- Mysterious Benedict Society – Trenton Lee Stewart
- Spiderwick Chronicles - Toni Diterlizzi and Holly Black
- Alone on a Wide Sea – Michael Morpurgo
- Series of Unfortunate Events – Lemony Snicket
- Dragon Rider – Cornelia Funke
- The Train To impossible Places – P.G.Bell
- The Borrowers – Mary Norton
- The Iron Man – Ted Hughes
- Skellig – David Almond
- Wonder – R.J.Palacio
- Ruby Redford – Lauren Child
- The Boy at the Back of the Class – Onjali Q. Rauf
- Little Princess – Frances Hodgson Burnett
- Boy – Roald Dahl
- The Edge Chronicles – Chris Riddell and Paul Stewart
- The Hobbit – J.R.R. Tolkien
- When Hitler Stole Pink Rabbit – Judith Kerr
- Private Peaceful – Michael Morpurgo
- The Travelling Restaurant – Barbara Else
- Northern Lights – Philip Pullman
- Holes – Louis Sachar
- Alex Rider – Anthony Horowitz
- The Firework Maker’s Daughter – Phillip Pullman
English Scheme of Work