We teach phonics through the Read Write Inc program. This ensures that there is a rigorous, consistent approach and pupils become familiar with the structure of lessons as they progress through Reception, Year 1 and Year 2. We regularly assess pupils' progress and group them according to their ability. This enables all teachers of phonics to maximise rapid progress with learning to read. To see more about the teaching of phonics go to the English page of this website under the Learning tab.
Reading is a key life skill and is the bedrock for learning new knowledge.It is our aim, by the end of their primary education, for all pupils to be able to read fluently and with a good level of understanding of what they have read. Once pupils have completed the Read Write Inc program they progress onto a graded coloured reading scheme until they are ready to become a 'Free Reader'. Once the children are on the 'Free Reading' spine, they select from books that are suited to their reading age and ability and one that will be engaging and challenging. There are a wide selection of books available in all classes and in our well stocked libraries and pupils are encouraged to engender a love of reading by taking books home.
We used VIPERS (Vocabulary, Inference, Prediction, Explain, Recall and Summarise.) in order to check pupil's understanding of what they read. We are also developing 'Reciprocal Reading' to support reading comprehension - we are using puppets to support this strategy so that it is accessible to all ages and abilities. To see more about the teaching of reading see the English page on this website.
The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:
transcription (spelling and handwriting)
composition (articulating ideas and structuring them in speech and writing).
The teaching at Delaware Primary Academy develops pupils’ competence in these two dimensions.
In addition, pupils are taught how to plan, revise and evaluate their writing. These aspects of writing
are incorporated into the National Curriculum programmes of study for composition.
Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and
accurately through knowing the relationship between sounds and letters (phonics) and
understanding the morphology (word structure) and orthography (spelling structure) of words.
Effective composition involves forming, articulating and communicating ideas, and then organising
them coherently for a reader. This requires clarity, awareness of the audience, purpose and context,
and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent,
legible and, eventually, speedy handwriting. At Delaware, we use high quality texts and units from
Hamilton. We ensure each unit has a Learning Journey and includes elements of ‘talk for writing’; as
we know that oral rehearsal helps metacognition and supports the writing process. The skills and
knowledge being taught in each unit are displayed visually for the children on a ‘Learning Journey’ in
the classroom and in books. The mapped skills and knowledge are taken from the National
Curriculum and are assessed regularly against the progression of skills exemplified in the Devon
County Council Planning and Assessment materials.
We believe it is important for pupils to have something engaging to write about and to have a purpose; therefore we use the wider curriculum as a stimulus for writing. We teach SPAG as part of some lessons but where necessary it is taught as a discrete skill this helps to build children's understanding of grammar and punctuation. There is a strong focus on the development of a rich and varied vocabulary. Teachers plan to include Tier 2 and Tier 3 vocabulary, relevant to the literacy unit, and this allows for links to be made with the wider curriculum. We use the DFE approved Twinkl spelling programme to teach spelling in Key Stage 2. Read, Write, Inc. is our spelling programme in Key Stage 1.
We use the 'Whiterose' materials to provide a basis of our mathematics teaching. These resources support the mastery approach to teaching. If teachers discover that pupils need extra reinforcement then they supplement the Whiterose planning with other materials. We use visual and practical materials to support mathematical understanding. Also, if pupils have a good understanding of concepts they spend more time deepening their understanding through 'applying' their knowledge in a range of contexts.
We participate in NCETM (National centre for excellence in teaching mathematics) programmes to further strengthen our practice. The pupils regularly practise times tables facts to improve fluency and recall.
We use the Bridge Trust progression ladders for each of the foundation subjects. These support our curriculum planning to ensure that there is clear progression of knowledge, skills and vocabulary in each year group. We assess these subjects using a similar assessment grid. Click on each of the files below to see the progression of knowledge and skills in each year group. There is also an overview of learning for Geography and History.
We use these ladders to inform progression in each subject for every planned unit of work. You will find this detail at the start of units of work on Seesaw in the form of a Rubric. Teachers and subject leads cross reference the Rubrics and ladders to ensure coverage of the curriculum. Teachers take the knowledge from the Rubric to form objectives for each individual lesson taught.
We use Seesaw as a recording platform for our learning across the wider curriculum instead of books. We started this in 2022/23 and are refining our use of it as we gain further experience.
We build on learning in EYFS in all curricular areas (see the document below for further details).
Our structure of the day reflects the children’s needs. We balance the ratio of adult-directed and child-led learning and, very importantly, consider the needs of the children as the year progresses – moving from between our Nursery to Reception and Reception to Year One. We put the children at the heart of our curriculum. We plan from their interests and interweave this alongside what they need to learn and develop in their knowledge and skills. We plan for all areas of the curriculum in a holistic way and lots of the children’s activities will be supporting many areas of learning and development at the same time.
In our indoor learning environments, we focus on providing the children with real-life, purposeful experiences. In our outdoor learning areas, we encourage the children to take risks in a supportive atmosphere, to challenge themselves and to experience the awe and wonder of the natural world. All of this ensures that our children leave our EYFS with a love for learning and they have developed the knowledge which has been built up and rehearsed over time to be confident and independent learners, ready to tackle Year One.
We strongly believe that it is important for us to have strong and respectful partnerships with our parents. This helps to build the foundations for children to thrive at Delaware Primary Academy. We recognise and celebrate parents and carers as major stakeholders in their child’s education. This is reflected in our robust approach to transition within the early years and into Year One. We promote and encourage our parents and carers to work closely with us in supporting their child’s learning and development. This is achieved with regular feedback and handovers with our parents/carers, home learning opportunities provided by our school, workshops throughout the year, information packs on learning, liaising with parents/carers about their child’s successes and next steps, communication between home and school through Seesaw, and much more! We share with our parents/carers that the help they give their child at home has a very significant impact on their child’s learning and development.
At our Delaware base, we have an Area Resource Base which we refer to as 'The ARC'.
Pupils' learning is assessed through a range of ways - end of unit tests, quizzes, PIRA and PUMA tests, looking at work produced, questioning and talking to pupils about their learning. In Key Stage 1 and 2, reading, writing and mathematics assessments are updated each term to check that pupils are making expected progress. Curriculum assessment ladders are highlighted at the end of each half term to show which learning objectives have been met.
View the following documents within your web browser or download to read later
Creative
We are bold and innovative in our approach to find new solutions to the challenges we face.
Curious
We are inspired by the awe and wonder of the world.
Responsible
We take responsibility for our actions in an environment of mutual respect.
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We are passionate about learning.
Excellent
We are the best we can be.
Determined
We overcome all barriers to reach our potential, developing a capacity to improve further.
Welcome back to all of our pupils. Nursery, Reception, Y1, Y2 , Y3 and Y4 will be taught at the Delaware base. Y5 and Y6 will be taught at the Gunnislake base.
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