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Malvern Wells

CE Primary School

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Home Learning Summer Term


Please find attached the progressive units for Talk for Writing which I am recommending for use over the summer term. There is also a letter of explanation to support your learning.

World Book Week Events...


Books on a Hat:-

We have talked about our favourite books and have all generated our own story hats. Watch this space as they will be all around our school. Many thanks to 'The Friends' who funded our hats.

Emma Carlisle Visits school:-


Emma shared her journey from being a pupil at Malvern Wells to working as a professional Illustrator and writing her own books. It was very inspiring to hear how 20 years ago she was a child sitting in the same hall and now she has published her own books.


We innovated Emma's story 'Lion Practice' and here are her illustrations.

Our whole school innovation of Lion Practice:-


My name is Ben and I love to practice

I love chicken practice (cluck cluck), I love fish practice (blub blub) and I love hippo practice (zzzzzzzzz).


And I am very good at T Rex practice. Everyone thinks so!


Mum says that today I should practice being something small and quiet like an ant. 


But I have a much better idea....


Today I will try 


Blue Whale practice (Slurp, squirt, slurp, squirt)

Intention for our English Curriculum

English is at the heart of everything we do at Malvern Wells, we believe in striving for the best possible provision and we are committed to ensuring every child meets their potential. Speaking and listening, reading and writing are needed in every part of the school day and will be the key skills our pupils need to equip them for their futures.

Please read on to find out more about our English curriculum. We regularly offer workshops throughout the year to support your child, so please ensure you sign up to attend.


Early Reading

Reading is really important to us at Malvern Wells as it is the foundation upon which we learn everything else. We encourage all of our children to read every day, both in school and at home. The children are taught to read through a structured and systematic programme that develops skills upon entry to Reception through to Key Stage 2.

In the Early Years and Year 1 every child will be taught to learn to read and spell through a system of phonics (Read Write Inc). Children are taught to recognise letters and the sounds they make (see phonics links below), they then blend these sounds to read and segment them to spell for example; 


s-p-l-a-sh = splash


It is really important that children learn to pronounce these sounds (phonemes) clearly to help them to blend into words and they will be practising EVERY day in school. Phonics is a key part of the curriculum for all children from Reception to Year 2. We encourage all children to continue using their learnt skills for reading and spelling in KS2.

Reading at home is a key element to a child’s success. All children in the school will have a reading book to take and should read a little every day. Your support is vital. Please ask your child’s class teacher if you need any support in helping your child. We ask all parents to sign their child's Reading Diary every time their child has read and we acknowledge your efforts daily.


It is ultimately our aim to support as many children as possible to become fluent readers by the end of Year 1 and the majority during Year 2. As with all areas of learning, each child will learn at their own rate and where we feel extra support is needed we will discuss this with parents and provide it in the best way fit.


Whole Class Guided Reading

From Year 2 to Year 6 our children follow the ‘Whole Class Reading’ model, whereby all children have the opportunity to study and discuss the same texts. These quality texts are carefully chosen in order to meet the academic needs of each year group as well as their interests. In order to support the children’s understanding of these quality texts, the children will read a variety of non-fiction texts and answer questions about these.


For those children who require additional reading support, they will also take part in additional supported sessions using the ‘Whole class reading book’ or other reading materials. We are in the process of  investing heavily in developing our reading materials as we want our children to develop a genuine love of reading. These programmes have been built for guided/supported reading with entertaining stories and non-fiction texts by top quality authors and illustrators.


Please see the attached documents for high quality, age appropriate texts we recommend for your children.



Developing a love for language and literacy is at the heart of our curriculum. Talk for Writing (TfW) has been introduced in order to accelerate improvement in writing. It is embedded across the school, from Year 1 to Year 6.  Pupils learn a story or text off by heart using pictures and symbols on a story map (or text map if it is non-fiction), and actions.  They learn all the writer’s skills and create ‘toolkits’ in order to write their own stories/texts at the end of the unit.  In one half term, pupils will complete 1 story unit and i non-fiction unit and, where possible, this is wrapped up in the creative theme for the half term.  In addition to this, all pupils play language and sentence games regularly in order to prepare them for the Y6 Spelling, Grammar and Punctuation test (SPAG).


We follow the National Curriculum for English.  Our TfW curriculum has been developed in line with the expectations and coverage of the NC. The content of the curriculum for each academic year can be found in the curriculum document below. If you would like more information about the TfW curriculum, please contact us directly.

Bacon and Book Breakfast 12.2.20

A Guide to Reading with Your Child


Why Reading for Pleasure is Important…

There is strong research evidence showing the positive difference it makes when parents and family members get involved in a child’s education. Parental involvement in encouraging reading is key. Children whose families read for pleasure are more likely to take it for granted that reading is a worthwhile activity. Evidence shows that when family members talk and sing to children, share books and take them to the library, they help children to develop important early literacy skills. The power of reading to overcome social disadvantage is well documented. A recent survey, Children’s and Young People’s Reading in 2015, conducted by the National Literacy Trust concludes that: “Our survey continues to show a clear correlation between attainment and reading enjoyment, frequency and attitudes. The more that can be done to develop and sustain children’s intrinsic motivation to read throughout their school journey, the more success they will enjoy both academically and in future life.” This is further backed up by a report, Literacy Changes Lives 2014, which states: “This report demonstrates how low levels of literacy contribute to health inequalities, drive poverty, narrow the opportunities of young people and exacerbate risk factors linked to crime. We also show how improvements in literacy can impact the individual, society and the UK to create positive long-lasting change.”

It is clear that reading and understanding of what is being read have a profound affect upon your child’s attainment. In this information pack we look at how you can become successful in getting your child to read and have a love of books for life.


Ten Terrific Tips for Reading

This is a simple guide to explain how we teach reading and how parents can support reading at home. Reading isn’t just about decoding words. Children need to understand and interpret the text in many different ways. This resource provides parents with questions and ideas to support their children at home. Reading is an important element of your child’s ability to analyse and respond to different types of texts, both fiction and non-fiction. We encourage you to read at least 15 minutes a day with your child and ask them questions about what they have read to gauge their understanding. At the end of this guide are a set of questions arranged in specific focussed sections that you could ask your son or daughter about what they are reading. These aid in gauging how well you child has understood what they have read.

  • Find the right level  - When reading outside of the school reading scheme, encouraging your child to choose a book they want to read. Read harder books to them if they want to hear more complex stories, but let them read the easy bits. Read their favourite book again and again with them. Repetition helps your son or daughter learn new words.
  • Make a regular time together - Build a regular story time into your child’s bedtime routine. This gives valuable and enjoyable quality time together. Studies show that there is a gender gap with girls reading more than boys. Encourage male members to also read to your child.
  • Introduce the Book - Look at the cover and the blurb. Make predictions – What do you think this book is about? There is a set of questions at the end of this guide.
  • Take time to listen - Listen with your eyes as well as your ears – give them your full attention as they talk or read to you. Take it in turns to read parts of the story. Tell them one thing you really enjoy about listening to them read. This will encourage them to do it again.
  • Strike a balance - Praise them for the words they get right - it really works wonders. Making a mental note of any words that your child repeatedly struggles with and spending a few minutes at the start of every reading time trying them out.
  • Talk about what you’ve read- Get your child to think of questions they can ask you to test if you’ve been listening! Ask how they think a particular character in a story might be feeling. Ask them to tell you what they would do if they were in the story, or what they think is going to happen next. These questions encourage your child to say more than ‘yes’ or ‘no’. Again, there is a set of questions at the end of this guide.
  • Enjoy reading everywhere  - It doesn’t always have to be a book. Every day there are lots of opportunities for you to encourage your child to get reading. Going online together and reading or printing off a web page that interests them. Carry a book or comic in your bag to share when you are out and about, on the bus, train, etc. Encourage them to read traffic signs, adverts, cereal packets, simple news headlines, DVD covers or film reviews.
  • Ask for extra help if you think your child needs it - It is a staggering fact that around 1 in 5 children reach the age of 11 unable to read confidently. Indeed, it may be that despite all attempts your child still struggles when it comes to reading. This can be a challenge to both the child and their carer but the earlier any problem is spotted the sooner something can be done about it. Talk to us about any concerns you have. Check your child’s eye sight. Taking your child to an optician for a free eye test could rule out whether your child has eye tracking problems or sight difficulties.
  • Think outside the book! Never before have children had such access to a range of wonderful creative story and picture books, websites, applications, audio books and mobile devices. E-readers and interactive books are now adding further to the wealth of exciting opportunities for children to read. Join your local library. Not only do they provide access to a huge variety of free books, they also provide DVD’s, audiobooks and even internet access. Make a simple book together with pictures they draw or photos they take and help them to write a story alongside it.
  • Have fun! Read adventure or ghost stories in the dark or under the duvet by torchlight. Try reading the book in a funny accent or breaking up the character parts so you take it in turns to read. Make up a story about your child and all their favourite toys – and use them to act it out. Encourage them to be ‘story detectives’, looking for clues in the pictures and text to help with challenging words. Make up a treasure hunt around your home with a clue in every room for your child to find and read.