Please see details of our Teaching & Learning below.
You can also find our T&L policy here: https://laycock.islington.sch.uk/about-us/school-policy/policies/
What: A cold assessment to be completed by the child with no pre-teaching of the unit/ genre. Can be the same as teaching unit of work.
Books: cold task to be evident on blue paper including: Date, title (cold task and its unit/ genre- no LI needed), criteria to be taught and assess for the whole unit –please use writing criteria assessment strands (no.6) and genre specific criteria to create these.
Marking: Children and teacher to assess using criteria on blue paper. Teachers need to make a note of general themes to plan unit of work according to their class.
(What A Good One Looks Like) and a WABOLL (What A Bad One Looks Like)
What: A model text written by you (and to include the FAB5 chosen for the unit- see point 3 below) to show ‘what a good one looks like’ and displayed on the English working wall throughout the unit for children to use and for you to use in your teaching/ lessons.
Books: Evidence of WAGOLL/WABOLL in books or on display- children can mark it, evaluate it, compare it etc. It should be used positively to impact their writing, they should be encouraged to magpie ideas, phrases, etc.
Display: Evident on working wall throughout the whole unit for children to use and learn from
What: FAB5! is an approach to introducing 5 new words each unit (so ten over each half term- 5 per unit/ genre covered) meaning that children get exposed to 60 new words over the year.
Books: Evidence of these words being learnt, used and applied to independent writing, such as short burst writes and hot tasks.
Display: Evidence on working wall for children to use. Update staff room board (this will help you standardise your words and make sure that they are in line with the year above and below you).
What: Children are expected to write extended pieces of work and at speed- this is training for the hot write. Small pieces/ chunks of writing are expected to be planned for so children can experiment with the tools they are learning and receive feedback to better improve these tools in preparation for the final hot write. Short burst writing cannot be the same theme as the hot tash e.g. short burst writing on the Space Race and the hot task on the Space Race.
Books: Evidence of at least 4 short burst writes in between the cold and hot write. These short burst writes should be marked using pink and yellow highlighters, ensuring children get speed and appropriate feedback in order to achieve progress within the unit of work.
What: A hot assessment to be completed by the child after the unit of work (<3 weeks usually). Children can use previous learning, displays, their book, the dictionary/ thesaurus, etc to help them with their writing.
Hot task ‘rules’: The topic of the genre planned for the Hot Task must be different to the topic of the unit taught e.g. a non-chronological report: teaching sequence about Panda and Hot Task about Lions. The criteria must be the same for both the cold and hot task.
Books: hot task to be evident on yellow paper including: Date, title (cold task and it’s unit/ genre- no LI needed), criteria to be assessed against (the same as the cold task) –please use writing criteria assessment strands (point no.6 below) and genre specific criteria to create these.
Marking: Only children to assess their own work using criteria on yellow paper. Teachers need to mark hot task using assessment criteria (point no.6 below). Teacher should not write or mark on the children’s hot task.
What: All year groups have writing strands to assess against. They should be printed on card and stored as a flap to open at the back of the book.
When: Every hot task must be assessed using these criteria as close to the time completed as possible. These can be added/ updated onto Otrack as you go or during the data dump/ assessment week planned by the Assessment leader.
Who: Children in Reception, Year 1 and Year 2.
*Some children in Year 3 are finishing the programme in small intervention groups.
*Children in Year 4 and above can access phonics through the Fresh Start Read Write Inc. intervention programme.
What: A daily synthetic phonics lesson that follows the Read Write Inc programme. Children progress through their Set 1, 2 and 3 sounds alongside a series of related story books and non-fiction texts.
Organisation: Children are assessed every half term and organised in fluid groupings that change regularly as children progress. Groups are led by teachers and TAs across the classes. Groups can be mixed across the year groups so that groups are highly targeted.
Who: Children in Reception, Year 1 and Year 2.
*Some children in year 3 are working through the book bands.
*Children in year 4 and above (reading at this level) have access to the KS2 banded books: Tree Tops and Project X, to be read individually or in a small intervention group.
What: A system of individual reading books from several publishers that cover a range of fiction and non-fiction interests. Book increase in difficulty very gradually and can be loosly correlated with the Read Write Inc book colours.
Organisation: Books are organisied in coloured boxes according to the chart to the right. Teachers and TAs read with children 1:1 once a week. Children change their book regularly and are encouraged to read at home to a parent/carer.
Evidence: Teachers keep records of children’s book bands and regularly review to check that they are progressing in line with their Read Write Inc stage. Reading at home and in school is recorded in a reading record book/diary that is provided by the school.
Who: Children who are fluent at book band 11 (Lime) and are ready to move on to free choice of reading material. This typically happens towards the end of Year 2 or the beginning of Year 3.
*Children in Year 4 and above who are not fluent at book band 11 have access to KS2 banded books (Treetops/Project X) and Hi-Lo Readers that will match their reading age and their interest age.
What: A wide selection of attractive, age appropriate books that include a good mix of ‘classic’ and contemporary titles. Children have access to books that act as ‘windows and mirrors’ that will both reflect their realities and broaden their horizons.
Evidence: Children can keep a reading diary and complete book reviews of the titles that they have read.
Who: Years 1 -6 complete termly assessment papers that combine with teacher’s formative assessments to build a picture of each child as a reader.
What: Year 2 and Year 6 are also given the chance to practise the styles of questions that they will encounter in their end of key stage standardised assessment tests. Children in years 2 and 6 have opportunities to complete past papers in order to build stamina.
Organisation: Assessment week takes place towards the end of each term and informs teachers’ end of term assessment data. Additional practise takes place in years 2 and 6 as needed so that children are ready for their end of key stage reading papers.
Evidence: Children’s scores are logged on O’track.
Who: Children in Key Stage 2: Years 3-6.
Children in Year 2 can start whole class guided reading in the summer term, provided that the majority have completed the Read Write Inc programme.
What: A daily 30-45 minute whole class reading lesson focused on a class text that is linked to the driver subject.
Organisation: Children have a copy of the book to read, at least one copy between two. The teacher reads aloud while children follow along. Children have the opportunity to read aloud too. Each lesson focuses on a VIPERS skill as set out in the national curriculum reading domains.
*Once a week, classes have a non-fiction focus lesson.
Evidence: A minimum of two pieces of work are expected in children’s blue reading exercise books per week. One piece relates to their whole class text. One piece is from their weekly non-fiction reading lesson.
Who: All teachers read regularly to their class to share and model a love for reading.
What: For younger children, teachers pick picture books from the book corner and library that cover a range of themes. Older classes enjoy age appropriate picture books too and also listen to longer chapter books.
Organisation: Teachers are free to pick books that will engage the interests of the children in their class. Teachers establish a regular slot each day for reading to their class e.g. before lunch or before the end of the day. Ideally, the class reader is separate to the books used in the English curriculum and is read purely for pleasure. However, sometimes the whole class guided reading text can be used, especially if it is a longer book.
Evidence: Pupil voice. Children can talk about the book/s that they have read as a class. They can share their reasoned opinions about the stories and the characters at an age appropriate level.
Who: All children have an Oxford Reading Buddy account to access the system both in school and at home.
What: An online bank of fiction and non-fiction ebooks that follow the nationally recognised book banding system. Books are graded from levels 1-20 and have an accompanying quiz to test children’s comprehension skills.
Organisation: Children will progress through the bands as they complete quizzes. They must score 80% on a fixed number of quizzes before the system moves them on. Teachers can also manually restart a level for a child or move them on.
Evidence: The reporting section of the system shows levels of engagement for classes and individual children. It shows how children are performing in different comprehension skills so that teachers can target their reading lessons.
Who: Classes from year 1 up, have a reagular, timtabled library slot where they are able to visit the library, spend time reading and change their book.
What: The school library is set up in the communal area just outside the bottom hall. It is organised A-Z for KS2 fiction and has a wide range of non-fiction titles grouped by subject. Picture books and easy readers are grouped together on the opposite side of the library.
Organisation: Books are catalogued using Reading Cloud software that is accessed through a dedicated library chromebook. The librarian visits every Tuesday to maintain the library and work with teachers to select books for classes.
Evidence: Pupil voice. Childen can talk about their library time and their library book.