Stanford Junior and Infant School
Living together - Learning together
The Curriculum at Stanford Junior & Infant School
The Intent, implementation and Impact of our Curriculum – English.
At Stanford Junior and Infant School, English and the teaching of English is the foundation of our curriculum. Our main aim is to ensure every single child becomes literate and progresses in the areas of reading, writing, speaking and listening.
We feel it is vital to highlight and be aware of the differing groups of learners and vulnerable children in their classes. Once this information is acquired, teachers can plan and teach personalised English lessons which focus on the particular needs of each child. We recognise that each child has their own starting point upon entry to every year group and progress is measured in line with these starting points to ensure every child can celebrate success.
We believe that English at Stanford should not only be a daily discrete lesson, but is at the cornerstone of the entire curriculum. It is embedded within all our lessons and we will strive for a high level of English for all. Through using high-quality texts, immersing children in vocabulary rich learning environments and ensuring new curriculum expectations and the progression of skills are met, the children at Stanford will be exposed to a language heavy, creative and continuous English curriculum which will not only enable them to become literate but will also develop a love of reading, creative writing and purposeful speaking and listening.
At Stanford, our vision is for creativity to be at the helm of our English curriculum and for children to learn new skills in a fun and engaging way.
With these aims in mind, a timetable has been established that ensures a discrete lesson for teaching reading and reading comprehension is incorporated into each day for all years from Foundation to Year 6. This ensures that reading is explicitly taught every day and that all children have access to excellent reading techniques. The journey of reading starts with Phonics teaching. At Stanford School we follow the Ruth Miskin Read Write Inc. scheme. All vulnerable groups are highlighted and support staff used to support these groups further to ensure progression and specific year group skills are secure. Resources to support and enhance these lessons (such as Cracking Comprehension Grammarsaurus) are used so that all staff feel proficient and skilled in delivering these sessions effectively. Children are not only learning comprehension skills but also independence, a love of wider reading and experiencing an exposure to rich vocabulary, which is key in all sessions for all learners.
Reading is celebrated in classrooms and around school, you will find displays which celebrate authors, children’s favourite books and reading reward schemes. In addition, throughout the school year the importance of reading is enhanced through World Book Day, author and poet visits, parent reading workshops and a range of trips and visits which enrich and complement children’s learning.
We believe that consistent and well-taught English is the foundation of a valuable education, and so at Stanford we ensure that the teaching of writing is purposeful, robust and shows clear progression for all children. In line with the new national curriculum, we ensure that each year group is taught the explicit grammar, punctuation and spelling objectives required for their age group. These are again timetabled into discreet spelling and grammar lessons as well as teachers giving pupils a range of opportunities to embed their skills through English lessons and cross-curricular writing opportunities thus exposing children to a variety of genres. Writing is often taught, through the use of a quality text. This text is purposefully selected in order to expose the children to inference, high-level vocabulary, a range of punctuation and characterisation, also giving the children different high quality opportunities for real writing tasks as well as to promote a love of reading and engagement for all children.
The assessment of writing is fluid. All year groups use the same format for assessing writing which have been produced in line with the end of Key Stage assessment frameworks as published by the Department for Education.
The impact on our children is clear: progress, sustained learning and transferrable skills. With the high quality discreet and embedded English teaching taking place at Stanford, our children are becoming confident readers and writers. Their enthusiasm for both are evident throughout the curriculum and standards are continually improving. Writing across the curriculum at Stanford is important and shows progression, a high standard of applied skills and is beautifully presented with pride by our pupils. We hope that as our children move on from us to further their education and learning, that their creativity; passion for English and high aspirations travel with them and continue to grow and develop as they do.
This is an award-winning free website packed with expert advice, top tips, eBooks and activities to help you support your child's reading and maths at home.
The free area of the PhonicsPlay website is filled with free interactive games, phonics planning, assessment ideas and printable resources. There is lots of advice to support parents in helping their children learn to read.
Pumpkin Class enjoyed watching videos of penguins and they used lots of descriptive words to describe how the penguins were moving. They explored moving like penguins themselves and then listed all the wonderful words they had collected together to describe penguin movements. H- I got on to the Extra Challenge and used suffixes to change words. I added ‘ing’ and ‘ed’ to the end of root words. If you add ‘ed’ it changes the words into the past tense. J- I liked sliding on my tummy and pretending I was an Emperor penguin on the ice. E- We loved making a huddle in the playground. R- I really like the word ‘trundle’ it makes me think of the penguins shuffling along together.
This week the children have been exploring non-fiction books, not only the selection of books in the classroom, but also their own books from home.
J- I liked looking at my friend's books.
H- People have brought lots of different kinds of information books.
V- We are getting good at reading and then answering questions. I also like writing book reviews.
T- If we read all the non-fiction books we might learn lots of new things. I enjoy finding things out.
A- I've been reading about Lewis Hamilton and Formula 1.
Year ones welcomed lots of family members to come into class and share some books. Whilst children read with their guests they also enjoyed a great breakfast. Everyone had such a good morning. Here are some of us enjoying the reading.
We asked visitors and children what they thought of the event, these are some of the comments:
Parent A, “Really nice to come and share the time with my daughter in the place where she is every day.”
Parent B, “It was nice to see their classroom and listen to them read.”
Parent C, “Really enjoyed it.”
Parent D, “Nice to see the lovely school environment and see the teachers and parents. Thank you for the food too.”
Parent E, “A lovely event which was very well organised and well thought out.”
Child 1, “I have enjoyed this morning.”
Child 2, “I really enjoyed reading books with my Grandma and I enjoyed the fruit.”
Child 3, “I really liked the reading breakfast can we do it again?”
Barley and Blossom Class enjoyed having the opportunity to have a family member come into school, experience our reading comprehension skills and have a healthy breakfast snack. It was lovely seeing families come together to share a love of reading, meet the class teachers and have a look at our fantastic learning environments.
Thank you very much for such great support with our reading breakfast in Foundation Stage. Sharing a love of reading with the children is very powerful and it was a pleasure to have so many of you be able to join us this week.
Year 1 and Foundation have spent time collaborating with our focus being in English with our grammar. The year 1 children in Mrs Smith's group showed Miss Purshouse's group their author study work. We looked at what grammar we need when we are writing a sentence. Then Miss Purshouse's group showed the Foundation children their work. The Year 1 children showed the Foundation children how we use a full stop and why.
O-"I liked seeing my year 1 friends."
J-" I liked showing my work."
B- "I felt proud."
A- "It was fun!"
Pumpkin Class have been focussing on punctuating their sentences correctly, making sure they begin with a capital letter and end with a full stop. They can identify the subject of a sentence, verbs and nouns.
E- The songs we sing help us to remember what our sentences need.
O- I sing the verb song and the noun song- I like them a lot.
I- I looked at Ferdy Frog’s sentences, he hadn’t used any capital letters or full stops, so I had to write them.
S- We used different coloured cubes to show which words were verbs and which words were nouns.
Pumpkin Class have been enjoying reading a wide range of books with their reading partners. They also like recommending books to their friends and writing book reviews.
S- I love reading Mr. Men books because they remind me of our reading breakfast and that was a really happy time.
R- It’s good fun reading with a partner. I like to take turns and then ask my partner lots of questions about the story.
E- I enjoy writing book reviews and drawing pictures of the bit I liked best.
L- I like to read the information books. I’ve been reading about the seasons this week with my partner.
Our first staff Birthday has been celebrated with a donation of a book for all classes to share and enjoy! Thank you Miss Purshouse!! 📚
We loved sharing our love of reading pairing with pupils from a different class and sharing our reading.
Year 1 have been to the library this week. We are lucky to have Laceby Library next door to school and Year 1s are making the most of this! Children were able to meet Mrs Wink, learn about the library and choose a book to take home and share with their family. We plan to visit every week to exchange our books and extend our passion for reading.
The children all had a great time and chose some fabulous books.
Willow & Poppy Class enjoyed having the opportunity to have a family member come into school, share a book with them and have a healthy breakfast snack. It was lovely seeing families come together to share a love of reading, meet the class teachers and have a look at our fantastic learning environments.
Today we learned about the difference between a dictionary and a thesaurus. Dictionaries tell us what a word means whereas a thesaurus gives us synonyms (words that have the same meaning). We played a game where Miss Perrin gave us a word and we had to find synonyms for that word. We got very competitive! After that, we used a thesaurus to improve our writing by finding different words for travel and search.
Pumpkin Class enjoyed sharing books and delicious food with their family, friends and community members. It was great to see everyone enjoying reading together!
J- Me and N liked looking at a space book together.
H- I enjoyed reading with Mrs. Wink.
E- My Dad taught me a new word 'nocturnal', it means when things come out at night.
R- I learnt something new about pandas, that baby pandas can't see.
R- Me and J ate lots of food! We enjoyed it! J- I read with Mrs. Lawson, it was a book about a king.
A- Thank you Mrs. Brady for organising a lovely morning.
S- Thank you to all the parents and helpers.
H- The breakfast food was delicious!
T- Thank you A's parents for reading with me.
M- I would love to have another reading breakfast!
Mrs. Wink- The morning was superb. Happy children engaging with their parents and grandparents and showing such a delight in their reading.
The author Brian Abram aka Grandad Wheels visited our school and told us all about his disability, his family and the great stories he writes.
R- People with disabilities might be in wheelchairs, but it doesn't stop them doing things like writing books and playing sport.
E- We learnt that people with disabilities are just like us. E- Grandad wheels told us how people in a wheelchair get dressed, get a shower and go to the toilet!
E- Grandad Wheels uses a banana board to help him get dressed.
H- I think he is a really good writer, as he has written lots of stories.
W- He donates money from his book to people with spine injuries.
J- He writes stories about him and his grandson- they are exciting and funny adventure stories.
F- I really enjoyed listening to his story and then we found some more on YouTube to watch.
W- Grandad Wheels was in a wheelchair because he'd banged into a tree. I love how he has changed his life and is writing books for children to read. He makes children realise what it is like to be in a wheelchair.
C- We all had to design a new wheelchair for Grandad Wheels. Mine was crazy and I drew one with a food tray, springs for bouncing and a disco umbrella!
This morning, we had the wonderful opportunity to meet Brian Abrams, author of the Grandad Wheels series of books. He shared his personal experiences of using a wheelchair and also helped to address any misconceptions around wheelchair users.
We found the workshop really fun and certainly learnt a lot. We also had a great time stretching our imaginations to create unique and rather spectacular wheelchair designs (including popcorn machines, jet packs, TV screens, giant springs and hot dog holders!) which Brian thought were fantastic when he came to the classroom to see them.
Thank you Brian, 'Chaos at the Supermarket!' was hilarious!
Year 5 had a wonderful reading breakfast this morning with parent/carers. They enjoyed croissants, fruit and fresh juice whilst using our VIPERS skills to answer ke questions from a given text. The sun was shining also!
"Such a lovely event! It's great to be back in school after the pandemic; thank you so much for organising it for the pupils and parents."
"Lovely to be able to join in and share learning with the children."
"Really nice for parents to be involved in the children's learning in this way."
"It was lovely to see what the children have been learning and how they socialise together.”
It's always good to share a book! It’s been such a long time since we have been able to have parents in the school, so we were really excited to invite parents in for a reading breakfast. We were overwhelmed by how many parents were able to make it to this event. It was a great opportunity for parents to look around the classroom and our learning environment, have a chat with the staff and most importantly share a book with the children. Thank you so much for all those who were able to attend and we can't wait until the next event that we can share with you!
It was wonderful this week to see parents and carers enjoying a reading breakfast event in the Year 1 classrooms. Adults and children alike had an amazing time. Here are some comments and photos to share:
SG: I loved my Mum coming in to my class to read with me.
AB: I enjoyed helping pass the food round to everyone as well as reading with my Grandad.
VS: It was good to show Mum around the classrooms and enjoy reading.
TT: We loved the food and would like to do it again. AH: I loved reading in school with Mum.
Juniper class have started their new whole class read- SkySong. As part of the pre read, we researched Inuits and Kazakh Eagle Hunters, which will be in the book and presented our findings in a fact file!
Today the children all came dressed up as different book characters. Foundation children looked at a book by Michael Morpurgo called Jemima the Pig and the 127 Acorns. Year one children looked at Rocket Rules by Nathan Bryon and Dapo Adeola. Throughout the day we completed activities related to the books, we also enjoyed some peer reading and shared our favourite books with one another.
E- I have been getting excited about World Book Day because I love to dress up.
C- I have been reading Fantastic Mr. Fox and have been enjoying it, so I have come dressed up as Mr. Fox.
K- Mrs. Brady showed us the different books you can buy with your World Book Day token, I think I will get a funny book.
H- The World Book Day song we watched was interesting because it mentioned loads and loads of books and I have read some of them too.
D- We have found out about an author called Simion Farnaby today. We watched him talking about his books and we wrote down the interesting things he said.
W- Simon Farnaby has written a story about a guinea pig who had a magic spell put on him and then he could suddenly talk.
M- We imagined what it would be like if animals could talk to us.
L- I liked drawing pictures of animals that were also a bit human.
E- Mrs. Brady was Little Red Riding Hood and she was scared that there was a wolf outside. She didn't go to Granny's house in the end, so we had to eat all the cakes!
We have had lots of fun today sharing the enjoyment of our favourite stories and book characters. First we played a game where we had to summarise a story and act it out. The rest of the class had to guess the story.
Then we played another game where we were given words/clues and we had to guess the story. Lastly we looked at the work of Nadia Shireen who has written a book called "Welcome to Grimwood" which is set in a wood which she has made "wonky" by having human things left in the wood.
-"I liked playing guess the book because I got lots of them right"
-"I liked summarising the story because it was funny"
- "I liked writing about Grimwood because we used art to draw a forest and then we added rubbish. It made us think about writing and the environment"
Willow class had a lovely World Book Day. We used a text called the 'World's Worst Class', about another fictional Year 4 class. After listening to some extracts from the authors, we used drama to help us create a character for a new teacher. We looked at how we would describe the character using a range of language skills. We also wrote some reviews about our most/least favourite books and linked our PE dance unit into some fictional works about animals as well.
We all look fantastic in our world book day costumes.
To celebrate World Book day this year Juniper class are focusing on the Author Ben Baily Smith.
It was great to hear about how he thinks of ideas for this writing explaining his influences and how he uses his experiences in life as ideas for his writing.
We enjoyed sharing an extract from his text The Last Word. We examined his style of writing and then had a go at the 100 word writing challenge he set us…
Live from the Cambridge Theatre London, home of Matilda The Musical, we watched performances from authors and illustrators to celebrate 25 years!
HB- I loved the illustrator Chris Riddel and author Humza Arshad!
EN- I enjoyed listening to different authors imagination in their stories and I loved Humza as he was super funny!
HI & IS- we enjoyed listening to the authors reasons on why they wrote their amazing books!
Our current story, The Leopard’s Drum, is really exciting. It is an African story with a large African drum as a centre piece.
We have been looking at the drum, describing and exploring it, as well as enjoying playing it ourselves. We also listened to professionals playing the drums and singing. It has been great fun.
Last week children wanted to turn their animal pictures into stick puppets. They were amazing! The children then enjoyed taking it in turns to perform stories using their puppets in our theatre. An audience began to gather, some with their babies, others filming on their smart phones!
What a great afternoon we had, all initiated by the children themselves.
Today in Miss Purshouse's phonics group we wrote our sound of the day (i) in the snow. The children really enjoyed this!
As part of our work on The Wolf Wilder book by Katherine Rundell, we created a blackout poem based on one of the characters dancing. Blackout poetry is when you take a written piece of text from a book and redact words, in order to come up with your very own poetry!
In Willow class we have been following the story from a wonderful book, called 'The Boy at the Back of the Class', by the author Onjali Q. Rauf. The book tells the story of a young boy called Ahmet, who has travelled as a refugee from Syria to the United Kingdom. We have also compared this story to the book 'The Journey' by Francesca Sanna, which is also a tale about refugees.
From these books, we have produced a lot of purposeful and creative writing. This has included writing letters to politicians to ask for more help to be provided for refugees in crisis. We have also used lots of strategies to add description to our writing, including exploring some exotic fruits (based on some fabulous description of pomegranates in the book).
In addition to this we have completed some comparison work about the UK and Syria in our geography lessons. Learning about refugees through these stories has taught us important skills of empathy and understanding other people.
Willow class created some beautiful artwork and some wonderfully descriptive poetry as we learned about Remembrance.
Juniper class worked with their peers to create an emotive poem for Remembrance Day. The emotive language and word choices created wonderful poems- Well Done Juniper.
These poems are displayed on our display in the school hall and were shared in our Remembrance assembly.
We would like to say a huge thank you to Mrs Wink for very kindly organising and donating some new books to help enhance our curriculum at Stanford.
Pupil Voice discussed how they would like some more non-fiction books in classrooms about the topics we are learning about. Mrs Wink donated almost 100 books around a range of topics, including; Anglo Saxons, Vikings, Ancient Greeks, religious festivals and religions, equality and diversity, farming, homes and keeping our bodies healthy.
Our helpful Year 6 pupils distributed the new books to the classrooms on Friday - we can't wait to start reading them!
Year 2 invited all the Year 1 children to special story telling session.
They told the story of 'The Adventures of Egg Box Dragon' by Richard Adams. They showed them their drawings, read their writing out loud, used their story maps to tell the story in their own words and even acted out the story with great character voices. The children were proud to show their wonderful writing on display too and were able to teach the Year 1 children lots of wonderful vocabulary and exciting story words.
H- I liked drawing the dragon. I didn't know this story before, but now I can write some words about him.
E- I enjoyed listening to the Year 2 children reading.
L- I liked it when I told my story and when I acted it out. It was fun.
Mrs. Wink (School Governor)- It was great to see such enthusiasm from everyone.
L- I can use the special words on the wall now.
W- I felt like I was a teacher.
Some of our Y6 pupils have been helping to promote our weekly home reading challenge and using our new Go Read app.
They have made posters to put around school and will also be visiting each class to share why reading is so important and how fantastic our new online app is.
Well done to all of the pupils who have been successfully logging their home reading this term.
We share books with our friends.
Juniper class learnt about prepositions using a catchy song! We then had to identify prepositions within sentences and explain what sort of preposition they are: Location, Time or movement. We may be coming home singing the song!
On Friday, Barley and Pumpkin classes had a wonderful time sharing their stories during reading collaboration.
F - I really liked reading my book with the Y6s because it had nice pictures in it.
E - It was fun to sit with another class and listen to them reading to me.
K - The Pumpkin Class reading corner is so cosy! I enjoyed helping the younger children sound of the words in their stories.
Year 1s and Reception children have been using their new story shelves to make stories and write their own books this week.
Miss Perrin showed us a treasure chest with a map over it an postcards from around the world, We were told it belonged to someone called Edward Tulane and we had to guess what he looked like..... and he's a toy bunny. We brought our favourite cuddlies from home and compared them to Edward. Edward looked pristine and white and is very condescending whereas our toys looked played with and extremely loved.
We wondered if Edward will look as pristine and immaculate by the end of his miraculous journey?
The children have been working collaborative poetry. First they listened to a documentary to hear some wonderful vocabulary then they worked in pairs to put their ideas together to create these marvellous poems. Here are a few examples of their work
We decided to make the most of the sun and sit on the decking reading to a partner. It was lovely to just enjoy each other’s company, the sun and a obviously a good book.
As a part of our English & geography curriculum we are looking at the rainforest, the impacts of deforestation and the book ‘The Great Kapok Tree’.
We looked at a poem called ‘For Forest’ written by Grace Nichols and we arranged our own performance of this with some children reciting the poem and others adding sound effects. We hope you enjoy it.
As a way of developing the vocabulary used within our writing the children became ‘vocabulary detectives’ today. We listened to a documentary about the rainforests and the children were given the task to take notes of any adventurous vocabulary used. After that we used dictionaries to look up the meaning of some of the fabulous words which were used. We gave the award of vocabulary detective of the week to the child who managed to find the most powerful vocabulary. Well done!