Talk. Read. Write.
As part of the implementation process, several key developments in English and Oracy have been introduced to raise reading outcomes. A refined Read Aloud approach, which we continue to work on, is beginning to ensure consistency across KS1 and KS2, supported by phase-level CPD and observed in lessons. Termly reading assessments identify gaps, informing both whole-class teaching and targeted interventions. Teachers apply structured oracy strategies, encouraging precise vocabulary and confident verbal responses. Staff CPD has included training from Literacy Leads and external experts, with ongoing projects in oracy and poetry. The use of high-quality, whole-class texts has also increased, boosting engagement and vocabulary acquisition across the school.
Words Bloom with NELI - EYFS
We have promoted Oracy in a variety of ways.
This picture celebrates the implementation of NELI programme has helped children with speech and language delays to develop all aspects of language. They've done a lot of ordering and retelling of stories and events.
Readers Become Leaders - KS1
Across the school children are visiting the school library and local libraries. They are encouraged to borrow books and read them at school and home and visit the local libraries with their parents. This picture celebrates the implementation or adoption of children reading for pleasure
Framed for Success - LKS2
Children across the school are using speaking frames in English to help them structure their answers. This ensures that all abilities of pupils are able to form and articulate an answer to a question. Also, it helps them to write more confidently by giving a clear structure for their sentences. This helps build independence and improves vocabulary.
Lexical Level-Up - UKS2
In Year 5 and 6 children are using a range of vocabulary in their writing. Through the Think Alouds that are happening children have broaden their vocabulary knowledge. This picture celebrates the use of a variety of vocabulary, which children have discovered in the texts they are reading and used in the writing they are producing.
