Wheatley Hill Primary Teaching & Learning policy

Consideration 4 4 – Carousel - Handwriting / Maths intervention / phonics / reading / Maths intervention / phonics / reading - Consideration needs to be taken around how you will set up your carousel. Ideally, each adult in the room will take the lead on each activity. Maths intervention - intervention - may include Power of 1 or Plus 2 intervention, times table practice or basic skills. Speak to our maths coordinator if you need any support with this. Handwriting / fine motor / fine motor - we will be modeling high quality handwriting to the pupils offering instant feedback and driving improvements through our high expectations. We will incorporate HFW, common exception words and embed opportunities for pupils to refine their phonological knowledge. See English Section for handwriting progression. HW will be precise it is not a copying procedure. Handwriting in KS2 will incorporate the use of sentence types pupils are working on i.e. Fronted adverbials. HW will also incorporate the current spelling rules being taught as well as consolidating previous spelling rules. Challenges may be set by punctuation being missed, words omitted etc. We will also use this HW as an opportunity to introduce new challenging vocabulary (tier 2) and also to develop subject specific / topic vocabulary (tier 3). A strong practitioner could also use HW as an opportunity to pre-expose / pre-teach some high quality sentences that the children could steal for their English lesson. An excellent practitioner is always making precise impactful learning links. Fine motor sessions. Those pupils who struggle with letter formation, need a multi-sensory approach to handwriting. They need to have a carefully planned range of activities to support this.

########## *See ‘Supporting children with Fine Motor Difficulties at WHP

Phonics - - Children in EYFS & Key Stage 1 will use the Read, Write Inc phonics program. Direct phonics teaching will take place during morning carousel. High quality RWI sessions require a range of resources in order to achieve the greatest pupil outcomes including word cards, Fred Frogs and magnetic letters etc. All resources for RWI sessions must be pre- prepared before the session starts so valuable time is not lost during sessions. RWI is a prescriptive approach to the teaching of phonics and early reading. This approach must be followed and not deviated from as this could create gaps in pupil understanding when they transition groups. The quality of phonics teaching will be monitored by the English Lead. Our intention is for all children to have completed RWI phonics by the end of Autumn Term Yr 2. Children with SEND, who are struggling to make progress using a phonological approach, will transition to a whole word approach in KS2. Reading Session - Session - During carousel, children will have time to read to an adult. Ability appropriate books should be used and out ready before the children read. Staff should not be looking for books at this point, they should be prepared and ready for the children prior to the session. Staff should complete the reading record book for each child. Teachers will ask the children questions about what they have read in line with their reading assessments and focus’ and use this information to complete reading

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