At Ravenor, we aim for children to have a deep love of reading and a passion to explore a wide range of vocabulary and stories. Through enjoying literature, our children develop efficient skills which equip them for the next stage of their lives and give them the skills to access the best that the world around them can offer.
At Ravenor, reading and writing are closely linked and are taught through a selection of diverse and quality core texts. The core texts are used as a stimulus for writing. Reading consists of the following areas:
Early Reading Skills
Our children are taught to:
In addition to the teaching of phonics, we begin to develop our children’s early comprehension skills through the use of quality core texts read in our English lessons and in the non-fiction texts that are used across the wider curriculum.
From FS2 to Year 6, our children engage in daily guided reading sessions which enable the children to practise their decoding skills, as well as develop their comprehension skills.
By the end of Key Stage 1, our children are able to:
Reading continues to be prioritised through a whole class approach as quality core texts are used as a stimulus. The chosen texts link reading and writing together, creating dynamic English lessons, that inspire quality writing.
In our daily guided reading sessions, children are presented with suitably challenging texts that are used to enable our children to build on their comprehension skills, whilst also building up their stamina and pace, in an age-appropriate way.
By the end of Key Stage 2, our children have to been taught to:
Developing and Instilling a Love of Reading
Developing and instilling a love of reading is of paramount importance in our school. Our children are exposed to a diverse range of quality reading materials; they are provided with opportunities to read across all subjects, in the curriculum, and are given time to read for enjoyment, as part of their guided reading sessions. We have taken our children to visit different libraries in the local area, including Northolt Library, Ealing Broadway Library and Greenford Library. Every year, we celebrate World Book Day, and our KS2 children are taken to Waterstones’ to purchase a book with their World Book Day voucher. Staff-led and informal reading clubs have been set up to provide the children with an opportunity to discuss the themes and characters within a book, as well as share their views about what they have read.
Our children have had the opportunity to meet a range of authors; we have at least five different authors visiting us each year. All of our author visits, from Michael Rosen, to Onjali Q. Rauf, have been a huge success, as the children have been able to learn from and be inspired by experts in their field. Additionally, our children have had the opportunity to write to some of the authors they have read the books of, as part of their learning in their English lessons.
We firmly believe that our families play a crucial role in the development of reading; therefore, we have fostered a strong home-school partnership, by using reading diaries as a tool for communication between class teachers and parents.
Our vision for writing
Through a foundation of reading, children will develop in to competent and skilful writers, who can write for a variety of purposes and audiences. Through the mastery approach, children are provided with opportunities to talk about their ideas, role play scenarios and deliberately practise skills so they understand how to build on the basic skills of sentence writing, to produce pieces that are interesting and engaging for the reader, whilst being punctuated correctly and being grammatically correct.
At Ravenor, we have adopted the mastery approach, which ensures that the children master the basic skills, before they move on to more complex skills. We have categorised sentence writing in to four types, and these are taught in each year group, as follows:
Writing at Ravenor in KS1 and KS2
Starter sentences (Y1-Y6)
A sentence with one idea.
E.g. Stanley did his chores.
It must have one clause (idea) only.
It must make sense.
Main sentences (Y1 from Spring 2 and Y2-Y6)
A sentence with two ideas.
E.g. Stanley did his chores while listening to music.
If you want to carry on after a main clause, you must use a sticky word or phrase (a conjunction).
It must only have two clauses (ideas).
Sub sentences (Y3-Y6)
A sentence with two clauses (ideas), beginning with a subordinate clause.
E.g. While listening to music, Stanley did his chores.
It must only have two clauses (ideas).
To carry on after a subordinate clause, you must use a comma.
Burger sentences (Y3-Y6)
A complex sentence with an inserted subordinate clause.
E.g. Stanley, who was very well behaved, did his chores.
Start with a starter sentence and split it after a noun.
The sentence must make sense without the inserted clause (idea).
Teachers plan for writing opportunities, by following specific grammar sequences, to ensure skills are taught progressively and in a logical order.
Writing consists of the following areas:
Grammar and Punctuation
Please see our writing overviews to see what core texts we use in each year group, and which genres we cover.