Reading - Why do we teach it?
At Broomfield, we teach reading because it opens doors to communication, independence and opportunity. Reading is a fundamental life skill that enables learners to access information, build relationships, make informed choices and participate as fully as possible in their communities. As such, it is a key part of our Preparation for Adulthood curriculum.
We believe that every learner has the right to experience the enjoyment and benefits of reading, regardless of their starting point or level of need. From sharing sensory stories and developing early communication, to decoding text, building fluency and understanding increasingly complex texts, we provide personalised reading experiences that enable all learners to make meaningful progress.
Our broad and ambitious reading curriculum develops both the skills needed to read and a lifelong love of books and storytelling. High-quality texts are carefully selected to reflect learners' developmental stages, interests and aspirations, ensuring reading is purposeful, engaging and relevant.
We use the Read Write Inc. Phonics programme to teach early reading, adapting our approach through multi-sensory and personalised strategies where appropriate. A clear progression pathway enables every learner to continue developing as a reader, applying their reading skills in everyday life, further education, employment and the wider community.
This version is more purposeful and clearly links reading to your overarching curriculum intent of Preparing for Adulthood, which aligns with the language used throughout the rest of your curriculum documentation.
Writing - Why do we teach it?
Writing is a fundamental skill that enables our pupils to communicate, express themselves and develop greater independence in preparation for adulthood. Across our school, we provide a progressive and inclusive writing curriculum that recognises the diverse needs, strengths and starting points of learners aged 2–19. We are committed to fostering a culture where pupils take pride in their writing, develop confidence as communicators and understand the purpose of writing in both school and everyday life.
Writing development begins with early communication, mark making and pre-writing skills and progresses towards pupils becoming increasingly independent writers who can communicate for a range of audiences and purposes. The Read Write Inc. programme is used throughout the school to develop spelling and writing skills alongside reading. Pupils in the Semi-Formal and Informal pathways access daily opportunities to develop writing and recording skills through meaningful and motivating experiences.
Recognising that barriers to writing can impact progress, we utilise a range of supportive strategies and technologies, including Clicker 8 and dictation tools, to ensure all pupils can successfully communicate their ideas. Through high expectations, personalised support and purposeful writing opportunities, we equip pupils with the literacy skills needed for lifelong learning, participation and independence.
Communication, Speaking and Listening - Why do we teach it?
Communication is fundamental to learning, relationships, wellbeing and independence. Every learner has the right to communicate, to be recognised and valued.
Our curriculum aims to develop independent, self-advocating individuals as effective, functional and purposeful communicators who can express their needs, choices, thoughts and feelings in ways that are meaningful and understood across a range of contexts.
We recognise that communication takes many forms and that each learner has a unique communication profile. Through a total communication approach, learners access and use a range of communication methods including spoken language, gesture, signs, symbols, objects of reference and assistive technology.
Communication opportunities are constant, consistent and embedded throughout the school day. Staff model, scaffold and respond to all communication attempts, enabling learners to initiate, respond and sustain interactions with increasing confidence.
Alongside this, we recognise the importance of spoken language and oracy in supporting learning. Learners develop vocabulary, listening skills and the ability to articulate ideas, ask questions and participate in purposeful discussion across the curriculum.
Communication development also supports preparation for life, enabling learners at every stage to express preferences, make decisions, build relationships and participate meaningfully in their communities. Over time, learners become increasingly confident communicators, able to interact successfully in school, in the wider world and in preparation for life beyond education.
Reading: Hayley Callow-Whelan
Writing: Rebekah Bowen-Cooper