Curriculum Intent and Policy

Our Curriculum

Curriculum information inc. subject content
At Mylor Bridge we love reading!
The 7 Areas of Reading at
Mylor Bridge School are: 
Prioritise Reading
Reading is a school priority within our School Development Plan. School leaders and governors recognise that reading is a skill that gives children access to the rest of the curriculum and to life-long learning. We ensure training and monitoring of reading is in place and it is regularly reviewed. The systematic, synthetic phonics programme of Letters and Sounds is delivered daily to EYFS and KS1, and is also used as intervention for those children in KS2 who have been assessed as having gaps in their phonic Knowledge.   KS2 children have whole class guided reading sessions with Vipers being applied as the main structure for questions. The whole school use the principles of Talk for Writing. 
Love of Reading
Staff and children are passionate about reading. Staff share their favourite children’s books with the children. Teachers read to their classes at the end of every day. The children are able to vote on the whole class book of choice.
The school library is regularly restocked and children are consulted on the selection of new reading books.
Children have the daily opportunity to spend time quietly reading independently or 1:1 with a member of staff/trained volunteer. This enables our learners to be fully engaged with their books.
Individual children are presented with awards in our weekly Celebration Assembly (inc. through lockdown and Zoom assemblies). 

 Programme and Progress
Letters and Sounds is a programme where children learn the English alphabetic code: first they learn one way to read the 40+ sounds and blend these sounds into words, then learn to read the same sounds with alternative graphemes. They experience ‘tricky’ words and, as children re-read the stories, their fluency increases. Along with a thought-provoking introduction, prompts for thinking out loud and discussion, children are helped to read with a storyteller’s voice. Progress is regularly monitored through teacher assessments, termly data reviews and through the formal testing of SATs. Those children who are not making expected progress are identified and daily 1:1 intervention/sessions are put in place to ensure they make better progress.
Books Match Sounds
Through careful planning and organisation,  children are given books that match the sounds that they have been taught. Children are then able to read with confidence and practice the sounds at home. With the help of the parents, the school has raised money to update the KS1 reading scheme to ensure each book is matched with the phase at which each child is studying.  Once children are assessed as coming off the programme, teachers and support staff regularly update children’s reading books to ensure they are still able to fluently read their home. In KS2, Accelerated Reader is used very successfully in order to continue pupils' engagement and enjoyment of reading. 

Phonics from the Start
Our children learn phonics from the day they start at school and their skills are built up in a sequence daily. Our results both in the Phonics Screening Check and later in KS2, clearly show that children leave at the end of Year 6 with good reading skills and are able to then access the work when they move on to KS3 at secondary school.

Catch-up Quickly
Within the National Curriculum, it states ‘If children by the end of Year 1 are still struggling to decode and spell need to be taught to do this urgently through a rigorous and systematic phonics programme so they catch up rapidly. Those children who are assessed as being in the lowest 20% of each year group, receive catch-up interventions in the afternoons. The English Subject Lead also monitors the reading progress of these children with a half-termly 'Reading Blitz'. 
Reading Experts 
Teaching staff, including Teaching Assistants receive reading and phonics training as and when required. This may be a specific focus on the SDP, a personal target identified through lesson observation or specific training identified by staff. This may include in-house training or external training depending on the needs of the staff. Subject leads for writing and reading attend the Penryn Partnership network meetings and cascade relevant information back to the school. The Headteacher, School Improvement Partner and Subject Leaders monitor guided reading sessions and conduct pupil conferencing to ensure agreed approaches and consistency are applied across the school. Subject Leader has led in-house training for the VIPERS strategy used in school. The Subject Leaders monitors reading and offer guidance to staff with follow-up actions.

Fostering a love of reading
Using real life experiences to help us write
Drama, Role-Play and Dressing Up!
Cinema and Theatre Visits
Emergent Writing