Stanford Junior and Infant School
Living together - Learning together
The Curriculum at Stanford Junior & Infant School
The Intent, implementation and Impact of our Curriculum – English.
At Stanford Junior and Infant School, English and the teaching of English is the foundation of our curriculum. Our main aim is to ensure every single child becomes literate and progresses in the areas of reading, writing, speaking and listening.
We feel it is vital to highlight and be aware of the differing groups of learners and vulnerable children in their classes. Once this information is acquired, teachers can plan and teach personalised English lessons which focus on the particular needs of each child. We recognise that each child has their own starting point upon entry to every year group and progress is measured in line with these starting points to ensure every child can celebrate success.
We believe that English at Stanford should not only be a daily discrete lesson, but is at the cornerstone of the entire curriculum. It is embedded within all our lessons and we will strive for a high level of English for all. Through using high-quality texts, immersing children in vocabulary rich learning environments and ensuring new curriculum expectations and the progression of skills are met, the children at Stanford will be exposed to a language heavy, creative and continuous English curriculum which will not only enable them to become literate but will also develop a love of reading, creative writing and purposeful speaking and listening.
At Stanford, our vision is for creativity to be at the helm of our English curriculum and for children to learn new skills in a fun and engaging way.
With these aims in mind, a timetable has been established that ensures a discrete lesson for teaching reading and reading comprehension is incorporated into each day for all years from Foundation to Year 6. This ensures that reading is explicitly taught every day and that all children have access to excellent reading techniques. All vulnerable groups are highlighted and support staff used to support these groups further to ensure progression and specific year group skills are secure. Resources to support and enhance these lessons (such as Cracking Comprehension Grammarsaurus) are used so that all staff feel proficient and skilled in delivering these sessions effectively. Children are not only learning comprehension skills but also independence, a love of wider reading and experiencing an exposure to rich vocabulary, which is key in all sessions for all learners.
Reading is celebrated in classrooms and around school, you will find displays which celebrate authors, children’s favourite books and reading reward schemes. In addition, throughout the school year the importance of reading is enhanced through World Book Day, author and poet visits, parent reading workshops and a range of trips and visits which enrich and complement children’s learning.
We believe that consistent and well-taught English is the foundation of a valuable education, and so at Stanford we ensure that the teaching of writing is purposeful, robust and shows clear progression for all children. In line with the new national curriculum, we ensure that each year group is taught the explicit grammar, punctuation and spelling objectives required for their age group. These are again timetabled into discreet spelling and grammar lessons as well as teachers giving pupils a range of opportunities to embed their skills through English lessons and cross-curricular writing opportunities thus exposing children to a variety of genres. Writing is often taught, through the use of a quality text. This text is purposefully selected in order to expose the children to inference, high-level vocabulary, a range of punctuation and characterisation, also giving the children different high quality opportunities for real writing tasks as well as to promote a love of reading and engagement for all children.
The assessment of writing is fluid. All year groups use the same format for assessing writing which have been produced in line with the end of Key Stage assessment frameworks as published by the Department for Education.
The impact on our children is clear: progress, sustained learning and transferrable skills. With the high quality discreet and embedded English teaching taking place at Stanford, our children are becoming confident readers and writers. Their enthusiasm for both are evident throughout the curriculum and standards are continually improving. Writing across the curriculum at Stanford is important and shows progression, a high standard of applied skills and is beautifully presented with pride by our pupils. We hope that as our children move on from us to further their education and learning, that their creativity; passion for English and high aspirations travel with them and continue to grow and develop as they do.
This is an award-winning free website packed with expert advice, top tips, eBooks and activities to help you support your child's reading and maths at home.
The free area of the PhonicsPlay website is filled with free interactive games, phonics planning, assessment ideas and printable resources. There is lots of advice to support parents in helping their children learn to read.
Well done to all the pupils for their performances at our ‘Community Thank You Coffee Morning.’ We are so grateful for the help and support we receive from this wonderful group of volunteers who help the school in so many different ways. The nurture group pupils helped make delicious scones for the cream teas and all classes performed - they shared songs a wonderful range of poems and songs. The pupils showed super performance skills and spoke with confidence and clarity. Thank you to all the staff who helped with the refreshments and organisation - it was a really lovely community event.
One visitor said, ‘Fabulous morning! Such a wide range of skills demonstrated with such enthusiasm.’
This term we have been visiting the Stanford library and listening to stories read by Mrs Wink, the librarian. Mrs Wink talked to us about what happens at a library, before we then went to look for a book we would like to take home and share with a grown up.
It was a cold day so we wrapped up warm, took our woodland maps we had drawn and set off to the nature area for our teddy bears picnic. We sang songs and ate teddy bear biscuits. We took care of our teddy bears and made sure they had a little bite to eat too!
Next we acted out the story ‘Were going on a bear hunt’ and squelched through the mud!
Finally, we journeyed back to the classroom with our tired little teddy bears….
We have started to read ‘Ice Palace’ by Robert Swindells. The blog has told us that in the dark during the winter Starjik takes a child from the village. The children listened to the blog and the introduction and were given the task to think about how the villagers might look and feel in the summer months and how this would change in the winter. They had to use their bodies and expressions to show the difference.
Seedlings and Sunflowers are joining together on Friday mornings to read to each other. Children will talk about the types of characters within the story and suggesting other possible endings too.
WV: The Seedlings like to listen to us read.
DI: It gives me practice to get better at my own reading.
JM: My reading book makes me laugh.
EE: I can't wait to share my new book next time.
EA: I liked look at the pictures. The story was funny.
AV: I like stories
Congratulations to all our pupils who achieved last term’s reading challenge.
Today they all enjoyed their reading reward which was a visit to Stanford Library where they enjoyed stories, discussions, sharing books with friends and ‘afternoon tea’.
Well done to all! I was extremely proud of their behaviour, good manners and enthusiasm on the trip. Let’s hope the next Reading Challenge is just as successful. Good luck everyone.
Barley, Star Anise and Poppy are collaborating together each Friday morning to share their reading books. We will be listening to each other read, sharing what we enjoy about the stories and also discussing key vocabulary and themes within the different stories.
Juniper class used the story plan created with our visiting author Pippa Goodhart to write our own stories. We edited our drafts and then presented our finished versions in little story books along with illustrations.
This morning Juniper class were proud to share their stories with Pumpkin class.
We thoroughly enjoyed the story ‘Giraffes Can’t Dance’ performed through music by MAPAS. There were lots of actions and we learnt all about the different types of musical instruments including ‘percussion’ and ‘string’ instruments.
R.M “The shakers were a percussion instrument.”
O.B “I liked the big taiko drums.”
E.S “I liked the giraffe song when he learnt to dance.”
S.C “I was chosen to play a percussion apple, I had to shake it in time with the music.”
J.M “A bow is made from a horse’s tail!.”
Seedlings class were very excited to welcome the author Pippa Goodheart. Pippa talked about what the author and illustrator do. She shared some of her books with the class including 'Nelly paints a monster' and 'You Choose'.
M.H "I liked the monsters!."
C.M "It was nice to see Pippa Goodheart. I liked her book You Choose!"
W.C "I liked seeing what was under the flap!"
The Sunflowers met Pippa Goodhart and enjoyed a really exciting story time.
They had the opportunity to ask her lots of questions. This is what they found out:
Pippa has been writing children's books for over 25 years!
She has written a total of 120 books so far!
She became interested in children's books when she worked in a bookshop.
Pippa told us how her books were made in a factory and how she works with different illustrators.
We really enjoyed her catalogue style book called 'You Choose.'
We were very lucky to have a visit from a published author called Pippa Goodhart.
Pippa spoke about her childhood, she didn’t find writing easy and her spelling was (in her words) atrocious. Pippa spoke about how she became inspired to be a writer when she was telling stories to her children and her husband encouraged her to send her ideas to a publisher. She has now written approx. 123 books under her own name and under her ‘author’ name of Laura Owen. One of the series of books she is most famous for is about Winnie the Witch and her cat Wibur.
The children loved listening to her story and how she comes up with inspiration for her writing by looking at normal items and situations and asking herself ”What if…….?”
“What if …..I was so small I could fit in a pocket?”
“What if …..I was as tall as a mountain?”
The children had lots of fun coming up with ideas for her “What if……?” game.
The children then worked together to make their own story map for an adventure for Winnie the Witch. It was lovely having Pippa in the classroom and I am sure she has inspired many children to image & write today.
We were really excited to work with a real author today. Pippa shared a few of her stories with us. We worked with her to plan our own Winnie the Witch story. After this we used the ideas we created together to make our own story maps. Next we are going to use these to write our stories.
When Pippa visited us we got to ask her a range of questions about her writing. We found out she has been writing for 25 years. She has had 120 books published. In her house she has a room filled with books and a lovely rocking chair to sit on and read them.
In the afternoon we shared our story plans with Year 2. We can’t wait to read them our finished stories.
The Sunflowers invited their parents and grandparents in to school for a special reading breakfast. They enjoyed reading together and tucking into some lovely breakfast snacks. Some children selected books from the class book corner, some children decided to read their reading book and other children brought their favourite books in to share. We had some lovely feedback too:
'Very enjoyable. I have really enjoyed this morning and look forward to another. Thank you.'
'Fabulous. It was lovely seeing all the children excited about reading and I think everyone enjoyed all the yummy treats. Well done to all the staff.
''Very much enjoyed coming to read with my daughter and see her new classroom. Her reading has come on in leaps and bounds. Thank you for the snacks!'
Pumpkin class invited parents, carers and other adults into the classroom on Thursday for a special reading event.
As well as reading some of our favourite stories we shared some breakfast treats and juice. Lots of adults came and read with us, we shared picture books, chapter books and information books. Thank you to all who came.
In ‘The Street Child’ Jim has been told that his sisters have gone to a big house to live a fairy-tale life. The children discussed whether this was actually the case and whether they had a different fate. The children were set the task to create a play-script to explain what they believe actually happened. This was a difficult task as the children had to work in a large group collaboratively, ensuring that all ideas were listened to and that each person played a part in creating the script.
In Poppy class we are reading ‘The Street Child’ by Berlie Doherty. Jim (the street child) and his family are living in a room and their mother is sick and is near to death. Their landlord arrives to collect his rent but he is furious when he realises that have spent their last shilling on food. He is so angry that he tells the family to leave immediately. It is snowy outside and they have nowhere to go. What will they do and how will they survive?
After each group depicted their scene the class talked about how the groups had effectively shown their emotions through their bodies alone.
The children are studying ‘Escape from Pompeii’ where the people of Pompeii were so used to earthquakes they used to sing rhymes about them before they knew how much danger they were in.
The children used a thesaurus to find different synonyms for the word shake. They then used these words to create their own poems in the style of the book.
Each child within the group had to give their own ideas to produce their collaborative work.
The Sunflowers are enjoying practising their spelling patterns outside.
FM- It was really good fun to write with chalk.
SS- It was unusual because we used pink chalk.
PB- There's loads of space on the playground to write loads of real and alien words.
CR- It helped me practise my spelling.
Every week, the children have enjoyed sharing books and reading with a new friend.
OB- I like it because I get to make new friends in Seedlings.
JM- I like to see what the Year 1's are reading.
HN- It helps me practice my reading.
CP- It's good to join the classes together.
HM- I like doing it: it's fun.
EH- I like helping other people learn to read.
Year 4 and Year 2 have been enjoying some reading collaboration work this term.
Working collaboratively, children from Year 6 and Seedlings class joined together to develop reading and build social skills.
At Stanford we promote a love for reading! Year 5 have teamed up with Year 6 and Year 3 recently to listen to each other read and discuss our favourite books.
We also shared our class novel 'The 1,000 Year Old Boy' and as a class discussed what we predict might happen next...
Year 6 had a wonderful World Book Day, dressing up as their favourite literary characters and designing spoons for a competition.
Children in Key Stage 2 took part in several activities across the different classrooms. In Barley class, the activity was focused on 'Fantastic Beasts', where the children created their own beasts and wrote descriptions about them.
Seedlings children visited Stanford Library to learn about the role of a librarian and the parts of a book such as the title, author, illustrator and blurb. We listened to a story read by Mrs Wink and then borrowed some books to take back to our class. Of course we had to scan the books and stamp them with the date on which to return the book first!
Thank you to Mrs Wink and Mrs Brumfield our librarians.
Can you visit the library this Tuesday or Thursday?
“The Pebble in my Pocket” describes the journey of a pebble from lava, at the beginning of the world, until modern times. The children were given different time periods throughout the prehistoric period and were asked to create a freeze frame to show how the different prehistoric creatures have interacted with the pebble throughout this time.
This term the school are focusing on the work of Michael Rosen, a fantastically, funny poet. Each Class was asked to recite a poem at the ‘Community Thank You’ afternoon, where we take the opportunity to thank members of the community who help out at the school in various ways.
Poppy class chose a poem called ‘Fast Food’, Everyone was impressed with how we had remembered such a long poem.
We hope you enjoy it!!
We were really lucky to have a poet come to school to share his work.
He spoke to us about why he decided to be a poet and where he gets his inspiration from. He was really funny and we had a lot of fun joining in. After that he went into the classrooms and helped us to write poems.