1. 1. English

Subject Leaders

Kirsty Waldrum 

My name is Kirsty Waldrum, and l teach children in Year 3. I have been at Mayflower for 25 years and over the years I have been fortunate to have taught children in all year groups across the school.  I enjoy reading, especially crime novels and I have volunteered at my local library.  I enjoy nothing more than taking my dog Lola for walks on the beaches along the Norfolk coast and being out in the fresh air. I also have an allotment which has been most beneficial for my physical and mental health. I have been English leader for 16 years.The teaching and learning of English have changed massively over the years, with many different government strategies and Local Authority initiatives. I am passionate about the reading and writing curriculum our school offers and its links with other subjects, extra-curricular activities and events. 

Shams Alarakhia
 
My name is Shams Alarakhia I teach the children in Early Years in Chestnut Class. I am very passionate about early years teaching and learning. I enjoy travelling to different countries by train and in my motorhome. I have a pet cat called Feefee and I love her to bits!

​I have a keen interest in oracy because I love talking. I have only just become the Joint Oracy Leader at Mayflower with Mr Beck and know that there will be a lot of work to do as we carefully introduce Voice 21.  I am looking forward to this challenge, and am excited by the new ways in which this subject can be taught from Nursery all the way through to the end of Year 6.
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Chris Beck
 
My name is Chris Beck and I teach Reception children in Willow class. I have been teaching for 15 years, in different schools in Leicester, this is my third year working at Mayflower. I have previously taught children from Reception to Year 2 and have a particular interest in English and PE, having led these subjects in previous schools.


​If I am not watching or playing football, I love nothing more than spending time with my family. I have recently become the joint Oracy leader at Mayflower with Mrs Alarakhia. I am looking forward to introducing Voice 21 throughout the school and being able to support teachers to facilitate talk effectively in all classrooms.
 

Kate Maguire
 
I am Kate Maguire and I have the privileged role of being Year 1 class teacher and Phonics Lead at Mayflower Primary School. In my own time, I love to sing in a choir, learn new crafts and spend time with family and friends. I have been teaching for over 20 years and have had a variety of curriculum responsibilities. Since joining Mayflower Primary School in 2016, I have spent several years being Phonics Lead. In my role, it is a joy to see children in EYFS and KS1 learn to read and write using their developing phonics skills. We currently use the ALS Phonics Scheme which provides a whole school approach to the teaching of phonics. The children's progress is carefully monitored and with the addition of our phonics intervention sessions, all children achieve to the best of their abilities.

Miss H Kaur
 
My name is Miss H Kaur and I currently teach in Year 3. This is my sixth year of teaching and I have been at Mayflower for just over a year. I have taught across a range of state schools, in the midlands and in London, including at faith schools, academies and an infant’s school. I have taught mainly in Years 2 to 4, with even a full-sized class of mixed Year 3 and 4 pupils. It was definitely challenging but a fantastic learning experience! Furthermore, in my role as a cover supervisor across three schools in an academy in central London, I was lucky enough to gain a wide range of experience and covered classes from Nursery through to Year 6. I love to solo travel around the world and love watching documentaries on history, psychology and culture (yes, I do actually enjoy watching documentaries in my spare time!). I also love going to the gym, baking (and eating) cakes, and trying out new experiences. I am now the Handwriting and Spelling lead at our school. I have a year’s previous experience as the Writing lead at a previous school so have some background knowledge. I am looking forward to working with the English lead to raise standards in spelling and handwriting so that this is more engrained and second nature for the children. 

​Intent, Implementation and Impact
 
As English Leaders, we will work hard to ensure that our integrated curriculum is effectively delivered to all of the children at Mayflower Primary School.  We recognise the interconnectedness of the subjects that come under the joint umbrella of English, and will work hard to ensure that all children make good progress, regardless of their starting points.  We understand that 83% of our children have English as an Additional Language (EAL), and will ensure that good, consistent and progressive provision is in place that supports them in class and beyond.  Each subject that comes under the English Umbrella has separate intent, and for further information, please click on the following link:
 
Assessment
 
Assessment in English takes place during lessons through feedback provided by staff.  As per our feedback and marking policy, this is most effective during the lesson.  Formal assessments are made at the end of each term, and these are submitted to the Head Teacher, determining attainment, progress, and the overall impact of the curriculum on all our children.  They are measured against age-related expectations across the syllabus, using a 4-point system, as follows:

1. Working below Key Stage

 

1. Working Towards Age-Related Expectations

 

1. Working at Age-Related Expectations

 

1. Working at the Greater Depth Standard

 
Outcomes in reading and writing are tracked on a termly basis, and all children are in receipt of trajectory targets, that are set on the basis of outcomes at the end of their Reception Year.  Each term, Pupil Progress Meetings are held that will primarily focus on vulnerable groups, most notably those children on the CP Register, PPG, and SEND.  Provision Maps are also updated that detail interventions that are used to support those children that have fallen below target.  In this way, all children receive the support they need to meet the challenge targets that have been set and agreed for them.
 
Differentiation helps all teachers to ensure that the children’s needs are being met through lesson content that is matched to their current knowledge and understanding in all subjects.  Adaptations are also made to ensure that our SEND children can gain access to all lessons, with a strong focus on disciplinary and substantive knowledge specific to each of the subjects that come under the English Umbrella.
 
Golden Threads and Curriculum Enrichment:
 
English supports the 3-Golden Threads in many different ways, and we recognise the contribution it makes to the development of children’s character and personal development. 

1. The United Nations Sustainable Development Goals: Our children need to develop independent reading and writing skills to fully access the Global Goals and deepen their understanding of what they mean in relation to all subjects of the National Curriculum.  Age-appropriate reading skills will allow them to read around the subject, and through inference, deduction, and literal understanding, they will be able to further their own awareness of what the goals look like and how they apply to children, living in the City of Leicester, in 2025.

 

1. Outdoor Learning: Teachers at Mayflower know and understand that learning outside will always be more effective than learning inside.  Where causal opportunities are presented for children to engage in our many outdoor learning environments, they will be taken.  In early years, children will able to develop their understanding of reading and writing in the outdoor play areas, and these will reflect provision indoors.  Reading areas have also been created for the older children, and staff will encourage them to take their class and home readers outside, as and when they wish to do so.  Reading is also rich throughout the outdoor areas, including instructional texts, direction signs and the Global Goals. 

 

1. Social Justice: Through a good and confident grasp of spoken and written English, our children will have the primary tools to effect change.  As they move through our school, they will encounter a number of controversial matters, all of which will benefit from a social justice-led response.  By studying the Global Goals, our children will develop their worldview, and how they can make a direct contribution to them being upheld.  Knowing they can be leaders of change is a critical outcome in all areas of our work, and is a core indicator of the impact of our curriculum over time. 

 
Visits from and visitors into school also enrich the delivery of the English curriculum at Mayflower Primary School, examples of which are as follows:

• List to be provided, hopefully including all year groups

 
The Journey of the Child
 
Our carefully planned curriculum will allow our children to move through school on a progressive basis where current learning is based on prior learning, which will prepare them for future learning.  Differentiation and adaptive teaching will alter this journey for children, depending on their prior learning, and starting points.  Please tap on the following links to learn a little more about what our curriculum looks like, and how this evolves over time: Click Here
 
Curriculum in Action:
 
Talking about the curriculum is far less effective than actually seeing it in action.  We love to capture our children’s engagement with the English curriculum, both in the classroom and our local community.  For more information, please tap on the following link: