Heath Hayes Academy

WELCOME

to Heath Hayes Academy

What does English look like at Heath Hayes?

 

English

Each class organises English lessons which are delivered through the adventure, supplemented by handwriting, spelling and reading activities during further sessions. Punctuation and grammar activities are specifically planned to support English basic skills. 

In Reception, children learn Communication, Language and Literacy through guided teaching and a range of appropriate activities. Children are taught daily phonics following Read, Write, Inc.  

To support phonetic readers, we have developed the use of several published schemes, which have been arranged in coloured 'book bands'. Children are encouraged to read at home every night to develop their skills and parents record comments for the teacher in the diary. When the children have reached a required level, they are deemed confident and fluent readers and can become a ‘free reader’, choosing any book they wish from the school library.

 

Early Years and KS1 

Phonics is taught daily for half. Currently the school follows RML phonics, within Early years and KS1, and get spelling within KS2. Children, in KS1, are split into ability level following an initial assessment. Then they are taught in groups between a number of teachers and teaching assistants.

Within ks2, children are taught through phases and are not ability streamed. Planning follows the 'Get Spelling ' framework. In Year five and six, phonics is replaced with SPAG sessions, however, children with a poor phonic knowledge are given separate intervention to support their individual needs.

  

Marking and Feedback

All teachers use the English marking policy.

Children are given RAR time to respond to feedback . They complete their feedback in green pen. The teacher can then respond to that feedback to continue to communication about their learning.Teachers can also show response to children's work by ticking to say that feedback has been met or use a v sign to show that verbal feedback has been given because the children's response didn't show progress or understand. At which point, this will be acted upon through appropriate intervention.

During mini plenaries, children should assess themselves or peers against the success criteria in order to identify what steps they have met and what their next steps should be.