English Learning at Jewell

1At Jewell Academy we recognise the need to provide a wide variety of enriching activities and experiences in which children are encouraged to communicate and express themselves effectively, creatively and above all confidently. Whenever possible, English should be fun and therefore, memorable.

English is defined as the united skills and knowledge of reading, writing and oral language. In order for children to become literate they must understand that the written word is a representation of the spoken word, and that both have a variety of forms related to purpose.

Talk for Writing coincides with the whole school approach to English with support from the programme, ‘Power of Reading’ 


from Centre of Literacy in Primary Education (CLPE), combining skills of Reading, Writing and Oracy through a structured


 style of planning/teaching, focusing on imitation, innovation and independent application. At Jewell Academy the links between Reading and Writing are crucial to developing effective skills of English. It is essential that children internalise high-quality language, the method of doing so being talk, and learning and applying Reading and Writing skills in a meaningful context.

At Jewell Academy we expect pupils to be able to:

  • Recognise the link between reading and writing, using skills in one to support the other
  • Develop a positive attitude towards their school work, taking pride in achieving the highest personal standard in all areas of3 English.
  • Acquire the skills and strategies to plan and carry out their work.
  • Read and write with confidence, fluency and understanding, orchestrating a range of independent strategies to self-monitor and correct.
  • Articulate their ideas confidently through discussing reading and writing comprehensively, expressing 4opinions, explaining techniques and justifying preferences, about a wide range of fiction and non-fiction texts, using suitable technical vocabulary.
  • Have opportunities to perform their own work to a range of audiences and for a range of purposes.
  • Have an interest in books and read for enjoyment.
  • Have an interest in words, their meanings; developing a growing vocabulary in spoken and written forms.
  • Understand a range of text types and genres – be able to write in a variety of styles and forms appropriate to the purpose, situation and audience.
  • Be developing the powers of imagination, inventiveness and critical awareness. 
  • Have a suitable technical vocabulary to articulate their responses.5

Review, edit and improve their own and others written work against VCOP expectations, Writer’s Toolkits or for a particular audience.

Here are some useful Links to support your child at home

  • www.phonicsplay.uk – for phonics and reading – decoding and blending words
  • www.topmarks.co.uk – interactive games
  • ictgames.co.uk – fun and interactive games
  • twinkl – for spelling lists and rules
  • abc Joined Up is an educational handwriting app for iPad, iPhone & iPod touch.
  • Cursive Writing Wizard – handwriting app for iOS / Android


You could encourage your child to write your shopping list, keep a diary, make a recipe card, write a story or poem, create a news article, write a tag for a present, write a letter – any opportunity for writing needs to be seized.

Modelling writing and giving writing a purpose is also important.



We use Letters and Sounds as our scheme and this is followed from Early Years through to the end of Year 2 (and where children may need additional support, in higher year groups). This breaks the learning down into phases.

Children will complete phases at different times and as they are ready, because of this we split the children into smaller groups based on their ability rather than their age. Foundation stage stay within their classes working with a member of the Foundation Stage, providing smaller groups to support the children in the best possible way. Key Stage 1 mix the  children across the four classes, using all support staff to provide the children with smaller groups that tailor to the children’s individual needs.

As the children start their reading journey in Early Years, we offer Busy Bookworms sessions for our parents to model how we teach their children to read as they move through the phases in Letters and Sounds.

For our Key Stage One parents, we offer reading workshops to offer support in how they can help their child to become even more confident and fluent readers. Please see our “Supporting Your Child’s Reading” page. For parents who are new to us in Key Stage 1, we offer an invitation to our Busy Bookworms sessions in Foundation Stage.

Below are some links to websites you can use at home to help your child:


This is a free website where you can set up an account for your child. It follows the Letters and Sounds scheme and is very popular with the children in school


Every child in Early Years and Key Stage 1 has had an account set up for this website with their own log in. Please see your child’s teacher if you need a new log in.


Some free games that we use at school. It also has some useful tips and advice. You can pay a small fee to upgrade and have access to more games.


Younger children enjoys this one. It focuses on the phonemes (sounds) the letters make and helps with blending and segmenting.


Another freebie! Lots of different games – you can get the whole family involved, especially with Bingo.



At Jewell Academy we believe that Reading is central to all learning and is the key to opening up the futures of every child.  We try to nurture an understanding that Reading can be about enjoying all kinds of texts and encourage our children to read in a variety of forms; we have a well resourced library and a wide range of age appropriate, high quality magazine and newspaper subscriptions which give the children the chance to understand the different structures and vocabulary used within different genres of text.

We want our children to become lifelong readers for pleasure and, as such, we give over large parts of our timetable to Reading. Every child in school has a half hour session for reading/ reading focussed activities each day, either independently, to an adult or as part of a Guided Reading/ Whole Class group. We use a wide range of strategies to encourage pupils to love reading for pleasure. All adults are good role models as readers and show excitement in either the book they are reading for pleasure at home currently or the book they are sharing with pupils in class. We partake in the Summer reading challenge with the local library every year and also have our own extreme reading challenge every other year.

We ensure high quality texts form part of every English unit, with time built into units for children to read the texts and discuss what their thoughts are towards them. This is before they move on to applying skills of analysis, retrieval and inference to what they have read.

Phonics is taught in differentiated groupings throughout Key Stage 1 and for children who need further support in Key Stage 2 we put in place individualised interventions or use WordBlaze and Toe by Toe. Word Blaze is a highly structured multi-sensory Reading programme which is delivered in small groups and can be used to improve reading fluency, embed letter patterns and widen vocabulary. Toe by Toe is a highly structured multi-sensory Reading programme which builds on tiny steps from sounds, words, sentences to paragraphs; this is delivered on a 1:1 basis.

In Year R and in Key Stage 1 the children have one colour-banded book which suits their level of reading. They will be able to select any text from this colour band and will be moved to a different colour when their teacher judges them ready. In addition to their Guided/ Whole Class Reading sessions, we aim for every child to be heard read individually at least once a week by the class teacher or another adult in school. A record of their progress will be kept and targets discussed with the child. The children bring home their reading book every day along with a reading record. We track the children’s Book Band Reading Level termly and, at the end of Year R and Year 1, we ‘Benchmark’ the children’s using what is known as the ‘running record’ method; at the end of Year 2 the children take their Standard Assessment Tasks. 

In Key Stage 2 we use Accelerated Reader. This program helps teachers manage and monitor children’s independent reading practice. Each child picks a book at his/her own level and, when they have finished, takes a short quiz. (Passing the quiz is an indication that the child has understood what was read.) We also test a pupil’s Reading Age using the AR STAR Reading Test once a term. These are used as one indicator of reading progress.






Year R Autumn Term


Year R Spring Term


Year R Summer Term


Year 1 Autumn Term


Year 1 Spring Term


Year 1 Summer Term


Year 2 Autumn Term


Year 2 Spring Term


Year 2 Summer Term



Community Partners

1          JA - L - lo res

Study after study has shown that nothing will have a greater impact on a child’s academic success than developing a love of reading: so we really appreciate the significant commitment JP Morgan has made of supporting our goal that children at Jewell Academy are introduced to the wonders of reading for pleasure and become avid, fluent readers.


www.bugclub.co.uk online reading – all of our KS1 children should have a user name and password to access

https://www.youtube.com/watch?v=mN5rIVbUG7M demonstration of a teacher reading with a child

http://www.oxfordowl.co.uk/storyteller-videos videos of professional story tellers and includes hints on how to recreate their story telling techniques.

http://www.oxfordowl.co.uk/for-home/reading-owl/expert-help/helping-struggling-readers expert help with struggling readers

http://www.booktrust.org.uk/ aiming to create a society who are motivated to read