At Lumbertubs, we have a consistent approach to teaching reading. We use the VIPERS to really secure our children's reading comprehension skills. Here are some key questions you could ask your children at home linking with the school VIPERS.
Remember, these comprehension questions can be asked with picture books, short animations and novels.
Our Curriculum statements
What does your child learn at school each day? Find information about our curriculum subjects here.
Lumbertubs Primary School
Our curriculum is underpinned by our core values.
At Lumbertubs we are:
Our unique, broad and balanced curriculum at Lumbertubs is underpinned by three Key Drivers – Life Skills, Opportunities and Aspirations. All of our drivers ensure that our children are able to embed their learning from Nursery right through to Year 6.
- Life Skills: To foster independence in our pupils, we provide experiences to develop life skills for today, tomorrow and the future.
- Opportunities: To provide experiences for our pupils will allow them to appreciate what is possible in the world around them.
- Aspirations: To help build an aspiring future for our children, we encourage them to have hopes and ambitions for the future.
The impact of our curriculum is measured through:
- End of Key Stage outcomes
- Progress and attainment data
- Learning walks
- Work scrutiny
- Governor monitoring
- Engagement in enrichment activities (scrapbooks)
- Pupil Voice
- Behaviour logs
- Attendance data
Each term children are assessed to see what they know and what skills need to be taught or built upon. These assessments inform planning and a range of writing opportunities are planned for children to be able to apply these skills.
Opportunities to teach grammar are also planned so that they are taught via the text type throughout the unit alongside stand-alone grammar lessons. This means that the children see grammar in a context and can apply the skills learned to their writing.
Shared and guided writing sessions model the expectations for writing and the application of vocabulary, grammar and punctuation skills. Genre specific toolkits and the use of success criteria set high expectations of final written outcomes
At the beginning of a unit, children are encouraged to explore a range of texts within the genre being studied. Reading in context allows the children to become more analytical about an author’s intentions and the impact it has on them as a reader.
Reading is also supported through the use of Read Write Inc which is used to teach phonics across the school. We teach phonics as soon as children come into our school and we also teach word recognition and language comprehension. We want our children to read fluently and with a full understanding of the text in order to gain information and pleasure from reading. For more information and videos to watch how phonics is taught, please visit: https://www.oxfordowl.co.uk/for-home/find-a-book/read-write-inc-phonics--1/
Our daily Guided Reading sessions focus on a teaching a key reading skill. This approach allows children to access books and discuss the text at an appropriate level. Reading comprehension sessions are also planned so that children have the opportunities to answer questions based around the text.
We also promote reading at home via the ‘Lumbertubs Reading Challenge', where those children who read 5 times a week at home are rewarded with the opportunity to win a prize of a book each term. All children are encouraged to take books from the school library and younger children are provided with a reading scheme book to read on a daily basis where appropriate.
Furthermore, in Key Stage 2, children have access to books linked with the Accelerated Reader scheme. Children in Key Stage 2 will read a book appropriate to their reading age and take a quiz on this book to show their understanding of what they have read.
Speaking and Listening
We expect all children to be able to talk about a text before being able to write about it. There is a significant emphasis on the children being able to articulate their thoughts and feelings about a text as well as internalising the language and structural features. Children need to build a wide vocabulary bank in order to become fluent and confident when talking aloud to different audiences.
Drama is incorporated throughout the English units of work, starting with the children learning the text using actions as support. Drama allows the children to use role play in order to explore texts in a different way in order to enhance and deepen their learning and understanding of a text.
Handwriting and Spelling
Spelling is taught through the No Nonsense spelling scheme. Handwriting is taught throughout the school through Kinetic Letters. We encourage the use of pens in books as soon as a child is able to form letters accurately and of a consistent size.
As a school we want our children to aspire to be confident mathematicians who enjoy challenge, are excited by stimulating lessons and are curious to learn more about maths. Our approach covers the requirements set out in the National Curriculum and covers the following aspects:
Children spend 20 minutes, each day, practising foundational skills so that they can be a confident and independent learners. Foundational skills are the building blocks children need in order to be fluent in maths. These include counting, understanding numbers, learning number bonds and knowing their times tables. We celebrate their successes, and each child aims to improve on their personal best.
Solving Problems, Reasoning and Communication
Solving real life type problems and reasoning encourages children to understand that maths is integral to all our lives. Once children have grasped the basic foundational skills, they enjoy the challenge of regularly tackling problems, using maths in new contexts and applying their skills in everyday life. Children are also taught to explain what they are doing and as they become more mature they learn to reason using correct mathematical language.
When children leave Lumbertubs Primary School, we aim for them to be confident mathematicians, who are enabled to solve problems independently and have all the mathematical skills they need to be successful.