English
Autumn Feedback
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All children could tell me something new that they have learnt this year when prompted. (Y2 - commas, Y3 - subordinating conjunctions, Y4 - speech, Y5 - fronted adverbials, Y6 - reading and discussing poetry)
They could all give me a piece of work that they were proud of and tell me why.
They have all really enjoyed the texts that they have read this half term.
All children were using success criteria and could tell me why this was important.
All children had RAG'd their work.
The quality and standard of work in the books was high and the consistency and teaching sequence is clear - thank you.
EBI
A few children did struggle to articulate their learning / what they were learning when they looked at their favourite piece of work. With some prompting we got to:
Y1 - writing - looking at the letters
Y2 - writing a diary and with prompting told me past tense and I
Y3 - letter written as a character using adjectives and subordinating conjunctions
Y4 - story plan and looking at similarities (we got to comparing and contrasting texts)
Y5 - lots of prompting led to writing a biography
Y6 - sentence writing, retelling events in role.
Autumn 2 Feedback
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Children are enthused and engaged about reading and writing and all their English lessons.
The children all said that they practice handwriting at the start of every lesson and could see the importance of this.
Year 1 said that it helps them get better.
Year 2 said that they like it when they are shown how to write better (e.g. letter formation).
Year 3 said they “are growing as writers” (how lovely!).
Year 4 said they like it when they have a pink or green so they know what to do.
Year 5 said they know when they need to improve because an adult helps them.
Year 6 said they love sharing their writing.
EBI
If children were to use the working walls in class more frequently to support learning.
They sometimes find spelling difficult and don’t know how to get better.
Marking on the go – children feel that it is beneficial but are sometimes disappointed if the teachers do not reach them each lesson.
Spring 1 Feedback
As always, everyone was very enthusiastic about their English and their lessons.
WWW:
Children could articulate what made a piece of work 'good'. They could tell me why they were proud of certain pieces, citing reasons like: I included all the success criteria (Y2 / Y3); it is really neat (Y2); I didn't have any green fix it (Y5); it contained the relative clauses we had been asked to include (Y6); it was full of description and noun phrases (Y3); it made the reader want to read it (Y6).
All children commented on vocabulary being taught and they knew that their vocabulary was growing - they could all give me words they had learnt this year - it is clearly a feature of every lesson.
Clear handwriting expectations - clear from their books and the care they all take in their work.
Most children said they use the working walls, and could give examples when they would - e.g. to remember what a noun, verb,, adjective is, to help them with some tricky spellings.
Children all enjoy their English lessons.
KS2 could differentiate in their books between a reading and a writing focus lesson.
EBI:
The children could identify a piece of work that they thought could be improved, but they all struggled to articulate how they might improve it.
Children struggled to identify the genre of the work they have been doing, the audience and the purpose.
KS1 children commented that they do not like it when they have to cross out and they would like to have their own rubbers.
KS2 children would like to have more choice on what they are writing about / what kind of piece they are doing.