At Ditton, we believe that effective writing depends on the link between text purpose and audience, underpinned by a secure knowledge of writing skills, spelling, transcription and sound phonic understanding. Awareness of a reader is crucial to develop stronger writing, be it constantly considering presentation, understanding that variety of language and correct use of grammar are key to a successful piece, or reflecting on writing from the perspective of a reader and identifying areas of improvement. Planning and discussion before writing a text are important parts of a writer's toolkit, and are developed continually with variety to allow children to decide on their preferred methods as they move through the school. Writing should be based around a text or context, which links to other areas of the curriculum and allows children to deeply immerse themselves in their work.
Fostering a love and aptitude for reading is one of the most important key skills of the primary curriculum as it is a crucial ability for learning and enjoying every subject in the curriculum. Therefore, it is important that the focus is on the skills of reading, as these are lifelong abilities that prepare the children for learning beyond Key Stage 2 and life outside the classroom. We believe that choosing an appropriate, higher level text for a whole class to anchor their learning around will raise standards of both reading and writing, and enable pupils to make links across the curriculum. Focus texts that link to foundation subjects will create an immersive learning environment and breed enthusiasm for children to delve into the background and creation of texts as well as the meaning, authorial intention and wider context of the writing. Reading areas in classrooms should promote positive attitude to reading, develop questioning skills about a text and give children a space to enjoy reading for pleasure and leisure.
At Ditton CE Junior School, mathematics is taught following the statutory requirements of the National Curriculum (2014).
Numeracy is taught using visual, auditory and kinaesthetic approaches that meet the needs of all children in our school. Mathematical links to the real world are made through all strands to make the learning relevant and fun.
Daily lessons are taught in all year groups, with tasks differentiated to match the ability of, and challenge, all children. In the upper school, classes are set by ability and all children are encouraged to, independently, use the skills they are taught in a variety of situations.
Where appropriate, additional early morning interventions are provided to support children with their learning, in line with the demands of the new curriculum.