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Lovers' Lane Curriculum Policy 

Updated Curriculum in 2019


Our curriculum is currently being updated. We are basing our new curriculum structure on National Curriculum and Focus Learning Challenge Curriculum (Clive Davis) to ensure our new curriculum is sequential and progressive and builds on prior learning in ALL subjects. This is started and will be complete for the year by the 5th November.


An example of the Autumn term planning so far is below:


Sample of Long Term Planning under Lovers' Lane new curriculum 2019

Curriculum Policy is currently under review 2019


At Lovers’ Lane Primary School, we use the Letters and Sounds Phonics Programme for all of our phonics teaching.



Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.

There are six overlapping phases. The table below is a summary based on the Letters and Sounds guidance for Practioners and Teachers. For more detailed information, you view the Phonics Policy on our policies page.



Year Group

Phonic Knowledge & Skills

Phase One



Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two


Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

Phase Three


The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four


No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.

Phase Five

Year 1/Year2

Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.

Phase Six

Year 2

By the beginning of Phase Six, children should know most of the common grapheme- phoneme correspondences (GPCs). They should be able to read hundreds of words, doing this in three ways:

•Reading the words automatically if they are very familiar;

•Decoding them quickly and silently because their sounding and blending routine is now well established;

•Decoding them aloud.


Visit the Department for Education and Skills website to view the 'Letters and Sounds - Principles and Practice of High Quality Phonics'



We support our teaching of phonics with Jolly Phonics songs and Read Write Inc rhymes to give our children a firm, fun foundation in phonics with a complete phonics programme that's proven to raise reading standards.


At the end of year 1 all children will sit a phonics screening test. You can access some sample papers at the links below:

In KS2 children who are not secure in any of the 6 phases of 'Letters and Sounds' will receive small group phonics interventions. The intervention will be carried out through phonics interactive games or in a revisit/review, teach, practice and apply phonics teaching activity.




     At Lovers’ Lane throughout KS1 and KS2 we have historically used the PM Benchmarking system to track and assess pupils’ reading progress alongside National Curriculum assessment tickets for reading. PM Benchmarking is used as a supportive reading programme for our teachers, giving them the chance to allow every child to succeed. It also gives the teachers the ability to accurately measure reading progress as well as meet the National Curriculum expectation. In 2016-17, the expectations of PM Benchmark expectations new National Curriculum 2014 and age related expectations were checked and reviewed to ensure assessment rigor and accuracy. From the PM Benchmarking tracking our children gradually move through the reading colour book bands.


Since September 2016, our Phonics lead has received up to date training on Phonics and early reading, which has been used to support staff across EYFS, KS1 and into kS2. This has also prompted a review of Reading book stock in school and the need for books that help children use and apply Phonics teaching has been identified. 


From September 2017, our assessment cycle was updated. Now, rather than relying on just National Curriculum assessment tickets and PM Benchmark outcomes, ongoing quality assurance on assessment has been introduced to cross check and moderate judgements from ongoing teacher assessment. This started with use of Salford assessments in 2016-17 and is now even more robust with new testing tools purchased by our new Assessment lead and Headteacher and used from September in 2017-18.


Across school from Year 1-6, PIRA Reading assessments are now used to generate a standardised score which is tracked to monitor on-trackness for age-related expectation and expectation from starting points every half term. This is tracked against predicted scaled scores in KS2. Across Years 1-6, Testbase papers are used for end of year assessments too and ongoing written comprehension is now being taught and assessed half termly. 


In KS2 PM Benchmarking is now used half termly as appropriate and Salford assessment is also used to assess identified intervention children and track impact of interventions. If the children are behind in their age related book bands, or are not reading at home regularly, the children will given extra reading support through a 'Vulnerable Reading' intervention. Each child is read with on a daily basis to boost their reading ability and promote progression through the book levels. Developing written comprehension skills was identified as an area to develop, so teaching of comprehension has been agreed as a non negotiable from 2017-18. A review of Guided Reading provision has taken place. A new system of whole class guided reading and non negotiables for the teaching of reading were introduced in KS2 and a new approach to guided reading and non negotiables agreed in KS1/EYFS too. In EYFS/KS1, a new reading scheme based in Phonics has been purchased. 


From Spring 2017, the number of weekly reads at home per class is tracked and cross referenced against vulnerable groups, eg free school meals, pupil premium, EAL, Looked After Children and gender. Expectations were raised to a minimum of 4 reading entries in reading record diary per week. The headteacher monitors this and Mrs Watts then works to support identified families (along with class teachers/TAs) to support reading at home. Reading and Phonics parent drop-ins and Family Learning courses for parents started in 2017-18. Our Headteacher is researching reading at home and ways to help and support families as part of an MA in Educational Leadership and Management. We are part of an ‘Early Reading and Communication Network’ across Newark Town Schools, as this is a town-wide priority. From September 2018, we are part of an ‘Oral Language and Literacy’ Project with Speech and Language allocated support via our Inclusion team in Newark Town. We use ECAT tracker to baseline our pupils communication and language, use Talkboost as an intervention programme across EYFS (Early Talkboost) and KS1 (Talkboost) to support language and communication skills development and track incremental

impact via ECAT outcomes (EYFS) or a RAG rating system (KS1).


We reward and incentivise our pupils/parents in home reading with ‘Reading Celebrations’ each term for those reading at least 4 times a week every week in the term. So far in 2016-17 and 2017-18, we have had movie night, reading parties, bedtime stories, reading camp sleepover, reading BBQ. We also celebrate World Book Day each year as part of a reading week. We use our World Book Day vouchers to take each class to Stray’s Bookshop in Newark town every year, so every child in school gets a new book with their £1 voucher from EYFS to Year 6.


We have purchased Phonics based reading scheme in 2018, keeping PM Benchmark for pupils needing additional support to learn to read beyond phonics. We secured grant funding via Ernest Cook Trust to buy new books for all classes from Years 1-6. We are also developing the role of English lead since recent staffing changes. Our Headteacher and Senior Leadership Team are supporting the new English Lead, who gave recently attended Cotgrave Candleby Lane TSA (now named ‘Flying High TSA’) English Conference and also English Networks termly with our teaching school (CCLTSA) and locally. We have also engaged an SLE (consultant specialist teacher called a ‘Senior Lead Educator’) through our teaching school to work with our new English lead.


Our school governors come into school regularly as reading volunteers and as a school we are looking to hold Reading cafes and picnics in the coming terms too to celebrate family reading and support parents in a fun way. 


During 2017-18 we have enjoyed a visit from local author Grant Koper and plan to enjoy more author visits in the future too. 


From Spring 2018, Aquinas Foundation have offered to donate 2 kindle fires each term to our school, which we will use as class reading prizes in Ks2 and across EYFS/KS1. School Council are helping staff consult the children on how these can be won. The class with the most child attending reading celebrations for most children reading to at least school expectations (4 or more reading entries weekly) can win a kindle fire for reading in class. If they go for it they might get more than one over time!! Go for it TEAM SWAN!