Sarah Holden, Amberley Parochial School

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Stroud

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I have had experience of working in both large and small, rural schools. I have taught across both key stages and currently teach a mixed Y1/2 class. I am part of the senior leadership team and lead English across the school, developing tracking and assessment systems for reading and writing, including spelling, punctuation, vocabulary and grammar.

As English Lead, I have developed a very clear writing sequence. We look clearly at the learning journey of the genre that we are studying. We break down the journey into sections and although we teach explicit spelling lessons daily, this is embedded into the everyday writing journey. I use explicit modelling with the children and have high expectations where children use quality vocabulary and consistent high levels of punctuation, vocabulary and grammar, which is continuously modelled and planned for individual needs based on AfL within and between lessons. Using all that they have been taught, within the journey break down, children are then able to apply their learning to an extended piece of writing.

I drive standards of English throughout my schools by completing formal observations, learning walks, book looks as well as attending pupil progress meetings to identify groups of children that may require more support or additional challenge. 

Having a mixed 1/2 class has its challenges. When children come up from the Early Years Foundation stage, the transition can often be difficult. However, we have a very clear transition policy, which helps support the children, enabling them to become independent learners with role models in year two. Very early on, the year one children are used to the structure, routines and expectations and make substantial progress within the first term. The children in my class have developed excellent learning behaviours and have become independent, reflective and hard-working children. They produce quality writing and are able to self-assess, self-correct and respond to marking from a very early stage. 

A number of schools have come in to observe my teaching and I have already supported a number of schools with English action planning, delivery of staff meetings and the planning of English units.

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