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Titchfield Primary School

'It’s a really lovely 1 class per year school with amazing staff'. Y3 and Y5 parent. 'The helpful team cares for kids not because they need to but because they love to' YR and Y3 parent 'Your child will have a friend at our school' Y4 child. 'The teachers are amazing' Y6 child 'Everyone knows one another and looks out for one another too' former parent. 'Titchfield is absolutely brilliant, I live in Gosport and travel there every day.' YR,3 and 5 parent.


How Reading is taught in Titchfield Primary School



At the start of the year the teacher reads a variety of books to the children, these cover all different topics and are linked to the children’s interests. Within these class book sessions, the teacher will model different reading skills to expose the children so that they can practice in their continuous provision.


The children are given books with simple words to take home and, as the children’s phonics awareness increases, their reading books build on this phonics knowledge and include simple sentences for the children to read.


As the year progresses the children are introduced to guided reading sessions, this covers reading skills such as answering simple questions about the text and characters, as well as predicting what might happen next. These texts are linked to the children’s own reading ability and chosen by the teacher.


Key Stage One


The children in KS1 work towards alternating on a weekly basis between guided reading and independent reading. The teachers aim to have this in place by the end of the first half term. This is to ensure that children have the opportunity to apply and consolidate their reading skills and teachers can ensure that the children’s personal reading targets can be focused upon.


The lesson follows a reading rotation throughout the week, where activities are linked to reading skills. All groups have a lesson with the teacher where they look at a range of different texts. They focus on specific reading skills from domains within the Hampshire Assessment Criteria. Other activities will include, a follow on task, an independent reading challenge and a consolidation phonics activity.


Within KS1 both classes share a class book within the day – either before lunch or at the end of the day. This is where the children discuss as a whole class different aspects of the book and demonstrate their reading skills.


Year 1 have a class reading journal where activities by children and reading discussions are evidenced. Within Year 2 all children have an individual reading journal, this is to record the evidence of their reading skills.


All guided reading books used are levelled, therefore the teacher chooses the books that are linked to the children’s own reading ability. RWinc books are also used within guided reading and phonics as these books focus on the key domain of word reading.


Key stage Two


All classes within key stage two use a range of guided reading texts that now link to topics. They focus on the reading domains and skills within each domain.


The children have a whole class input, where the skills are taught and the text is explored. Then children are split into different groups where the activities are differentiated. The teacher will focus on one group a day, in order to question and discuss the text in detail.


Within some circumstances different texts are used within the lesson in order for all children to access the skills. The children record their learning within their own reading journals, they use a wide range of activities in order to explore each reading skill.


Guided reading lessons usually last for 30 minutes and are taught after lunch.


All classes read a class book separately to encourage reading for pleasure.


Within each half term, the teacher will ensure that they listen to all children read 1:1. This will be at the beginning of the half term and at the end. This is to ensure that all teachers are aware of the children’s reading and comprehension attainment and allow them to read books they enjoy.


Reading Home Learning


At Titchfield Primary school there is an expectation that children read frequently at home. We encourage parents to listen to their children read and record it in their reading journals. The children are provided with books from the school library as well as from our reading scheme, the children can take these books home and change them when needed.


Children within Key stage 1 are encouraged to read every day for between 5-10 minutes. Key stage 2 children are encouraged to read every day from 10-30 minutes.

How writing is taught at Titchfield Primary School


All classes have a purpose driven writing curriculum, which is led by rich texts. These are linked with the national curriculum and the topics. These rich texts have been planned to ensure breadth and depth of the writing curriculum.  Please visit each year group page to see the text overviews:


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6


The rich texts used for each topic are often used as the hook within our writing, the children are always made aware of the purpose of their writing, as well as their form, viewpoint and audience. This is differentiated within KS1 and KS2 in terms of the language used to explain each aspect of their writing.


Our English lessons are taught in the morning for on average an hour. This may vary depending on the writing task the children are required to do. For KS1 there will usually be between 2 to 3 different units of work within a topic, all focusing on the topic and the final outcome. Within KS2 there are 2 units of writing within each half term.


Within our writing curriculum we ensure that our writing follows a learning journey. We use the categories of Stimulate and generate, capture, sift and sort and create, refine and evaluate. Each part of the journey can take a range of time depending on the writing focus. Within the capture, sift and sort stage we ensure that grammar and punctuation is taught, linking to the writing outcome. At the end of each unit of writing the children publish their final outcome. A success criteria is used, which has the key skills focused on within the journey. Once a piece of work has been published the children evaluate their learning by finding evidence to support skills used within their success criteria.


Teachers at Titchfield will use the National Curriculum within their planning, we identify what needs to be covered within each phase and adapt our learning objectives to include the skills stated within this model. All teachers assess the children’s writing by using the Hampshire Assessment Model.


All English and wider curriculum writing is within one ‘writing book’ to ensure that the expectation of writing remains the same for all aspects of the curriculum.


Spelling skills are taught separately in KS2 before English lessons. The no-nonsense spelling scheme is used from Year 2 to Year 6. EYFS and Year 1 use phonics as their spelling tool. Spelling lessons normally last for 20 minutes and all work is recorded within the children’s spelling books. Spelling tests are administered under the teacher’s discretion, however there is an expectation that the children will know how to spell all statutory words within their Year group by the end of the year.


There is an expectation within Titchfield that all children are forming their letters correctly by the end of Year 2 and joining accurately in Year 3. By the end of Year 3 there is an expectation that all children will have achieved their Pen Licence. Handwriting is introduced within Early Years, starting by teaching the children the lead ins and outs of letters, this then builds to joining letters correctly. KS2 have no specific handwriting lessons but children are targeted with handwriting practice if this is deemed necessary.


Home Learning


The children are given a range of home learning activities that involve writing, this is in order to allow the children opportunities to apply their writing skills and link it to the wider curriculum. The Writing home learning is specified in an individual class home learning letter. The teacher gives a range of writing choices that the children can do, in order to help them consolidate their writing learning.