Overview

Literacy

The understanding and use of language are fundamental to learning for all children. Therefore, literacy is an integral part of our curriculum and is embedded throughout the school day at The Vale of Evesham School. All children have the entitlement to develop their literacy skills. Our teaching embraces all aspects of language development, and we take a bespoke approach to ensure pupils engage in literacy lessons that are motivating, meaningful and complement their learning style.  

To ensure our learners have opportunities to access all aspects of the English curriculum and for it to be effective, input is required from parents, speech and language therapists and advisory services that support learners with additional sensory requirements. Learners for whom English is a second language will develop their understanding of vocabulary through our total communication approach, and their mother-tongue will continue to be recognised and celebrated.  

Intent 

The English Curriculum at the Vale of Evesham School aims to: 

Subject Organisation 

At the Vale of Evesham School, English will be delivered both as discrete subjects and through a cross-curricular approach. For all learners to have engaging and appropriate opportunities for progression, we have adopted a curriculum structure of three broad strands across the school; complex, semi-formal and formal. These strands of the curriculum are defined by the learning needs and therefore pupils may move from one strand to another during their school career. To ensure new literacy skills are built upon secure foundations across all three strands of the curriculum, long term plans and a whole school text map/ complex story map are used to inform planning for progression.  

Teaching time allocated to literacy lessons varies according to the strand of the curriculum and year group shown in tables below. 

Reading  

At the Vale of Evesham School, we acknowledge that learning to read in its widest sense is central to the curriculum intent of the school. Progress in reading enables our pupils to access opportunities both in school and the wider community with independence and confidence. Reading provides pupils with rich communication opportunities and supports them in achieving their desired outcomes on leaving school. Our approach to reading: 

Intent 

At the Vale of Evesham School, we intend for pupils to: 

Implementation 

The Vale of Evesham School uses the Read Write Inc. Phonics Programme across the whole school so that pupils experience a consistent teaching approach. Phonics is timetabled prior to reading sessions where pupils apply their developing skills to reading books. The pace at which new phonemes are introduced is skilfully planned for using ongoing assessment to ensure pupils have successfully embedded their learning before moving to the next.  

We ensure that pupils read books that are closely matched to their increasing knowledge of phonics and common exception words. This is so that, early on, they experience success and gain confidence with reading. Re-reading these books with teaching staff supports their increasingly fluent decoding. A range of reading books are available to avoid repetition and continue to provide motivating reading opportunities as pupils progress through the school. We understand students need opportunities to make lateral progress with the specific sounds they are working on. See ‘reading book guidance’ document. 

An important part of literacy teaching is the exposure to a diverse range of texts during literature lessons. Suggested texts are carefully mapped across the year for the whole school. Pupils will engage with literature above their reading ability; covering a broad range of themes, eras and cultures. They will access a range of motivating reading materials through a variety of medias, both for pleasure and for purpose. Texts will be high quality to promote meaningful discussions, drama-based activities and a celebration of literature. Importantly, the texts chosen will go on to inspire and support pupils’ writing. Refer to the working document ‘Text Map’ for further details. 

To encourage a love of reading, classrooms have reading areas with books chosen to match each learner’s level and interests. These books will regularly rotate, and pupils are encouraged to take an active role in this. The school library is accessible to all and contains story books, sensory stories, poetry, audio books and a wide range of non-fiction texts. Pupils are invited to take home a book for enjoyment each week from either their reading corners or the school library. Many classes across the school visit Evesham library on a regular basis to enjoy books. 

All students engage in ‘Reading Enrichment’ sessions several times within the academic year relevant to the strand of the curriculum they are working on. These sessions are designed to celebrate themes, poems, authors and stories through the arts.  

Due to the additional needs of our pupils, we prioritise promoting the love of books and stories at home. Being read to supports relationships, the understanding of language and communication. We welcome parents/carers to attend workshops throughout the year to share how we teach reading. We encourage pupils to read decodable books at home where appropriate. 

The below sections provide a summary of how reading is implemented depending upon phase and strand of the curriculum.  

Early Years Foundation Stage (EYFS): 

Within Early Years, pupils enjoy stories and rhymes each day to support language development. These are carefully planned for and repeated using props, actions and special emphasis on repeated phrases and rhyme. All children have access to a reading corner supplied with tactile, picture and symbol books and are encouraged to make independent choices throughout the day. 

Our learners will develop early reading skills using objects of reference, photos and symbols as part of their daily routines; all linking with their communication targets. Early reading skills are taught sequentially in reception depending upon the level of understanding of each child. Please refer to the ‘EYFS long term plan’. Pupils accessing our Early Years provision have daily opportunities to develop phonological awareness through a range of engaging activities using Phase 1 (Letters and Sounds) aspects 1-7 where appropriate. 

The Read Write Inc. Phonics program is introduced within our EYFS provision where pupils have developed communication and language skills required to engage with this. They will have opportunities to begin oral blending, practising using pure sounds and naming images before moving onto phoneme-grapheme correspondence of set 1 sounds and beyond where appropriate. The pace and delivery of Read Write Inc is carefully adapted to suit the needs of our learners.  

Complex curriculum: 

Please refer to our complex curriculum overview.  

Semi-Formal Curriculum: 

Symbolic awareness and comprehension are taught through structured activities and a total-communication approach embedded throughout the school day. With our text-rich environment, pupils learn to understand visual timetables and engage in learning feeling secure.  

Pupils working on the semi-formal curriculum will be supported in developing their phonological awareness using multisensory approaches informed by Letters and Sounds Phase 1. Once these foundation literacy skills are embedded, pupils will access systematic synthetic phonics using the Read Write Inc. Phonics programme. Pupils access daily oral blending activities and new phonemes are introduced at a pace that suits their learning needs. Structured ‘Word Time’ sessions support learners to blend sounds that they know to read words with increased fluency. Pupils then have opportunities to apply their phonics skills to carefully matched reading books.  

Whilst phonics is our preferred method of teaching reading, we recognise that for some pupils an alternative is necessary, or indeed a combination of approaches. Strategies such as precision teaching work well to develop whole word reading skills.  

To develop pupils’ comprehension of text, questions asked are matched to their level of communication; symbols, signs and AAC are used where required. Each pupil has a TALC assessment; this informs the class team as to the appropriate level of questioning. 

As pupils progress to Strand 6, they will continue with the approaches above but also focus on reading for life. This includes reading whole words and symbols in the community or the working world. Various technological resources can support with this to promote independence and are used in the community, during DofE and employer encounters. Students have exciting opportunities to apply their reading skills purposefully in a working environment such as the school café, creative enterprise and horticulture activities. 

Fostering a love for reading is at the heart of what we do at the Vale of Evesham School. We hold parent workshops each year for the different abilities of reading we have within our school, host book fairs, promote and facilitate library visits and welcome guest performers. Throughout the whole school participates in ‘reading enrichment days’ on a variety of themes. 

Formal Curriculum: 

In FS3, pupils working on the formal curriculum will continue to engage in Read Write Inc. Phonics sessions four times a week. Pupils working on the formal curriculum will complete a reading session to apply their phonics skills to carefully matched books. These sessions may include 1:1 reading, guided reading and reading to a peer. Reading books are carefully selected to ensure they provide adequate challenging using age-appropriate themes (please refer to reading book guidance document).  

All pupils are supported to engage in a dialogue and answer questions (as per TALC assessments) from adults/peers about what they have read to develop their comprehension skills.  Pupils accessing the formal curriculum also develop their comprehension skills using V. I. P. E. R. S: 

Some pupils accessing the formal curriculum FS3 can read fluently. They take an active role in deciding what to read during morning reading sessions which can include 1:1 and guided reading. This is to continue to promote a love for reading. They apply their reading skills to understanding a chosen topic using non-fiction texts, poetry, news articles, plays and chapter books. Pupils continue to develop their comprehension skills using V.I.P.E.R.S questions to guide group discussions.  

From HS2 onwards, pupils who require continued support with phonics can access age-appropriate Fresh Start (Read Write Inc) resources. Fluent readers in High School continue to engage in 1:1 reading, guided reading using a range of plays, graphic novels, newspapers, poetry, non-fiction texts and stories. They will also enjoy a broad range of literature during their English lessons. In most cases, these are adapted versions of well-known texts that are skilfully differentiated by the class teachers. These texts empower our students to engage in conversations on a diverse range of topics. Some students within HS2 will work towards Entry Level 3 qualifications within English. GCSE English Language will be accessed by students for whom it is appropriate. Within their reading and English lessons, they will analyse a wide range of fiction and non-fiction, such as novels, autobiographies, biographies, memoirs, letters, speeches and travel writing.  

Within Strand 6, the focus shifts towards the real-life application of reading skills, while continuing to nurture a lifelong love for reading. Students engage with a wide range of reading materials that challenge them to extract information, recognise key features of texts, and participate in debates—skills that are essential for independence and adulthood. 

The V.I.P.E.R.S. approach remains a valuable framework for supporting reading comprehension. It helps structure questioning and deepen understanding across texts. 

Purposeful reading opportunities are embedded throughout the Sixth Form Café and Horticulture Strands, where students encounter real-world texts, including: 

These experiences support students in applying their reading comprehension skills in meaningful contexts. 

To further promote reading for pleasure and independence, all Strand 6 students have their own library cards and make regular visits to Evesham Library throughout the academic year. In addition, our students take an active role in organising book fairs, helping to foster a reading culture across the school and develop key organisational and communication skills. 

For a detailed overview of the texts covered during English lessons, please refer to Text Map document and the Strand 6 Reading Long-Term Plan. 

Impact 

Phonics and reading comprehension progress is monitored using Evidence for Learning for pupils working on the semi-formal and formal curriculum. We assess all pupils who are following Read Write Inc. Phonics and/or Fresh Start programme using the assessments supplied by Read Write Inc. An initial assessment is used to inform groupings and gives a good indication of progress relative to their starting points. Pupils are assessed each half term to monitor the rate at which they are making progress which also informs planning.  Termly progression reflection discussions occur within class teams to identify gaps in learning and agree on strategies to support progression.  

Pupils in Year 1 and Year 2 take part in the phonics screening programme where appropriate during the summer term.  Where pupils are working towards age related expectations in year 6, they will access reading SATs tests during the summer term.  

For some formal curriculum pupils in HS2, reading progress contributes towards their Pearson Edexcel English Entry Level 3 accreditation. All work is moderated and verified both internally and externally to ensure consistency and accuracy of assessment. Pupils working above Entry Level 3 are assessed using GCSE assessment criteria, providing stretch and challenge in line with their ability. 

As a school, we take prompt action to address lack of progress in reading. Pupil’s accessing the Read Write Inc. Phonics/Fresh Start programme can be easily identified and short term, targeted interventions are carried out by class staff.  

Pre-phonics skills form the foundation for early reading and communication development. It is important to recognise that these are not sequential and can be introduced at any stage, with a presumption of competence for all learners. 

Key pre-phonics skills include: 

Writing

At the Vale of Evesham School, we recognise the importance of writing in self-expression, and communication for both transactional and creative purposes. Students develop fine and gross motor skills across all strands of the curriculum in a variety of motivating activities. Students work to develop their transcription skills and composition skills in activities across the curriculum. The importance of oral composition is carried through Early Years across the school journey. Writing lessons are linked to text lessons to help learners build familiarity of language rhythms and patterns, through listening to spoken text and language.  We recognise all students as writers and ensure that all writing is celebrated, this may be structured through use of symbols, marks, handwriting or computer aided.  

Early Years Foundation Stage (EYFS): 

Within Early Years building a familiarity of language patterns and rhythms is intrinsic in establishing the foundation of the skills for writing. The skills that are required for writing are built into everyday routines, linking with both reading and communication. To support the development of the language required for the building blocks of writing, the use of sign, symbols and objects of reference are incorporated into everyday routines. Songs are used to engage learners in recognising key vocabulary and language structures through interactive hearing and saying. Repetition is used to provide the vocabulary to discuss the learner’s daily world. Learners develop as story tellers through the use of small world play.  

The development of both fine and gross motor skills to establish the necessary skills for writing are developed throughout a range of activities across the Early Years Curriculum. The development of fine motor skills is encouraged through the use of messy play and creative activities. Opportunities for exploration are encouraged with the sensory preferences of each student taken into consideration when planning activities.  

Physical development sessions are delivered both in 1:1 teaching and whole class sessions. Where appropriate, key writing skills are targeted to individual pupils through work box activities. Some students following the Read Write Inc programme will develop their letter formation skills using writing implements. Please see the Early Years Long Term plan for further details.    

Complex curriculum: 

Please refer to our complex curriculum overview. 

Semi-Formal Curriculum  

Students working on the Semi-Formal curriculum continue to develop their skills as writers in line with their individual needs. They may work on individual writing packs, direct taught sessions, and a range of fine and gross motor skill activities to intentionally mark make. Fine and gross motor skills are developed through activities across the curriculum. Students work to develop to the skills that support pencil control skills through a motivating range of activities. These approaches include: 

Jimbo fun, write dance, messy play, dough disco, multi-sensory approaches- tweezer and pom poms, tools etc.  

The physical approach to learning is also utilised to help students develop their writing skills. TAGIV8 is used to develop spelling, punctuation and vocabulary for writing in subjects across the curriculum.  

For pupils who can hold writing implements successfully, they will develop their letter formation skills and control using the Read Write Inc. Programme. This programme is used to inform planning and support progression. Read Write Inc. ‘Hold a sentence’ teaching approach is used to support the development of transcription skills. This can be delivered as whole class teaching, or a small group activity in line with their phonics skills. 

In teaching the composition skills of writing the importance of oral repetition and rehearsal of language continues to remain a key focus. Students develop their oral composition skills through a variety of activities. The Talk for Writing approach is utilised to support the development of composition writing skills, with assessment tasks used to inform planning and delivery. Colourful semantics is used to help students develop their semantic understanding, relating writing to real life situations.  

Signing is an imperative part of developing understanding of key vocabulary and is used to support comprehension and development of key concepts. Symbols continue to be used to sequence word order and support understanding. AACs are used to support writing as required by the individual pupil. Alongside specific writing lessons the skills of handwriting, sentence structure, punctuation and spelling are embedded in subjects across the curriculum.   

In Strand 6 writing continues to be embedded in their Read Write Inc. Sessions and with their use of AAC to communicate.  

Formal Curriculum  

Formal learners focus on specific writing skills including spelling and grammar, handwriting and sentence structure. See appendix A for weekly allocations. Formal learners develop their writing skills for a range of purposes, developing awareness of audience. They work to recognise the specific features of different forms of writing, both formal and informal. Students have frequent opportunities to write creatively and for practical purposes.  Students continue to use the ‘Hold a sentence’ approach to develop transcription skills where appropriate, developing their knowledge of spelling in line with RWI. phonic knowledge. This also offers a focus on use of punctuation. ‘Talk for Writing’ is used to support students to develop their writing for a desired purpose and increasing their knowledge of required features of text.  Writing skills continue to be linked with text lessons, developing the student’s enjoyment in writing. Students are taught to write creatively and for practical purposes. Real word applications of writing are frequently explored in subjects across the curriculum. 

In HS2 Formal students work towards an Entry Level Qualification in English. As part of this qualification students apply their writing skills for creative and transactional purposes. Writing assessments are tailored to motivate students and allow them to demonstrate their strengths.  

Formal Learners in Strand 6 utilise their writing skills for real life purposes and work towards a NOCN Using Employability Skills Qualification. Where it is appropriate students will access GSCE English Language. 

Impact 

Progress in writing is monitored termly using Evidence for Learning. The data created by Evidence for learning is analysed within class teams to identify where specific interventions could be of benefit to individual pupils.  Work scrutiny is continually used to evaluate practise within school, across all strands of the curriculum. Formal learners develop their writing skills following the appropriate formal accreditation route in Year 9 and above.  

Appendix A  

Phonics and Reading (Weekly Timing)  
  Semi-formal  Formal  
FS1 45 mins- 4 times    
FS2  45 mins- 4 times   
FS3  45 mins- 4 times 45 mins- 4 times 
HS1  45 mins- 4 times 45 mins- 4 times 
HS2  45 mins- 4 times Minimum of 30 mins- 3 times 
Strand 6 3-4 guided teaching session and then embedded through functional project work. 
10-15 minutes of whole class reading/ poetry should be done at the end of each day wherever possible, to promote a love of reading.   
 Writing and Fine Motor Skills (Weekly Timing)  
  Semi-formal  Formal  
FS1 60 mins (or 2×30 mins)    
FS2  60 mins (or 2×30 mins)    
FS3  60 mins (or 2×30 mins)  60 mins (or 2×30 mins)  
HS1  60 mins (or 2×30 mins)  60 mins (or 2×30 mins)  
HS2  60 mins (or 2×30 mins)  Some working towards Combined Entry level/ GCSE English (3 hours)  
Strand 6 Not explicitly taught in this age range, but skills applied through functional project work. 
 Text and Literature (Weekly Timing)  
  Semi-formal  Formal  
FS1 60 mins (or 2×30 mins)    
FS2  60 mins (or 2×30 mins)    
FS3  60 mins (or 2×30 mins)  60 mins (or 2×30 mins)  
HS1  60 mins (or 2×30 mins)  60 mins (or 2×30 mins)  
HS2  60 mins (or 2×30 mins)  Some working towards Combined Entry level/ GCSE English (3 hours)  
Strand 6 N/A to this age range. 

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