Intent, Implementation and Impact 

While children are at Kings Furlong Junior School, they learn English skills that equip them to meet the demands of the curriculum here, in the next phase of their education and throughout their lives.  They have an appreciation of the written and spoken word.  They read fluently and choose to read for pleasure.  They express themselves verbally and on paper in an increasingly articulate and confident manner using precise and effective vocabulary.  Their English skills are not a barrier to any ambition they may have.  The design of our curriculum provides opportunities for the children to build cultural capital. The school has a coherently planned and sequenced curriculum that ensures there is depth and breadth to allow all children to succeed whatever their starting points are. 

Reading and English lessons are planned and taught on a daily basis which are supported by regular spelling lessons.  Teachers plan learning journeys in English and reading that enable the coverage of the curriculum as well as meeting the next steps of each child in their class based on effective Assessment for Learning (AfL).  Adults and resources are deployed to best meet the needs of the children.  Verbal feedback is given during the lesson and work is marked according to the school’s Marking, Feedback and Presentation policy. Each reading journey is assessed using an activity linked to the key question linked to each reading journey.  This determines if a child is achieving over a period of time.  Each writing journey includes an independent writing activity which is judged against the success criteria for each specific learning journey.  These assessment activities are used to make judgements about attainment for the three data drops as well as being used to continuously shape learning across the year. 

Through quality first teaching, targeted support and variation, our children are at least at the expected standard in both reading and writing and are, therefore, ‘secondary ready’.  For children who entered key stage two working significantly below ARE, barriers are reduced so they are able to read with sufficient fluency to access the secondary curriculum and to express themselves orally and on paper.