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LITERACY POLICY
Staff Responsible: J King
General Aims and Objectives
Our English policy reflects the school aims in that:
§ We aim to provide the children access to a variety of linguistic and literary experiences that enables each child to achieve at his or her individual level irrespective of gender, ethnicity or socio-economic background.
§ We will aim to prepare the children for their role within the community and society both now and as adults by developing their oracy and literary skills to the highest possible level.
Specific Aims
§ Language rich environment (reflecting broader community from which children are drawn).
§ Staff as role models.
§ Providing variety of opportunities.
§ Following literacy framework and NC requirements for English.
Speaking and listening
§ To provide opportunities to develop pupils as confident and expressive speakers, able to evaluate others ideas and express their own opinions.
§ Able to listen for sustained periods.
Reading
§ To ensure that all children read to the best of their ability and develop into independent readers who read at different levels for different purposes.
§ To provide a range of different reading materials.
§ To work towards a home / school partnership in reading.
Writing
§ To develop as independent and imaginative writers and be able to write for a variety of purposes and audiences.
Spelling
§ To ensure that children are taught spelling rules and conventions in line with the National Literacy Strategy.
§ To teach children to spell high and medium frequency words accurately in line with rec. by the National Literacy Strategy.
Handwriting
§ To develop a fluent, legible and cursive style of handwriting later encouraging the children to develop their own style.
Library
§ To give children access to a wide range of texts, including fiction, non-fiction and poetry.
§ To assist the children in their research skills by using the established classification system.
Curriculum Implementation
§ The Literacy Hour is organised as follows:
The children in the foundation stage will engage in pre-literacy activities.
In KS1 the children will have four Literacy Hours and one extended writing session.
In KS2 the children will have three Literacy Hours, one comprehension session and one extended writing session.
§ Each child chooses a library book to take home each week.
§ Each child chooses an individualised reader to take home each week.
§ Reading records are provided for home / school contact.
§ There is a regular exchange of books from the moblie library.
§ New books are purchased regularly.
§ Children are grouped according to spelling age and appropriate spelling lists.
§ The spelling made easy scheme is used consistently from Year 1 – Year 6.
§ Additional schemes are used as appropriate. (Vocabulary).
§ Children have two weekly handwriting lessons based on the Charles Cripps scheme. This is implemented from Reception – Year 6.
§ To raise the profile of handwriting i.e. the school, a termly hand writing sample is displayed from each child from Reception – Year 6.
Equal Opportunities
§ To provide equal access to the literacy curriculum irrespective of gender, race, ethnicity and socio-economic background.
§ To be aware and value the wide variety of languages spoken by the children and reflect this in our school environment and practice.
S.E.N
§ To be aware of special individual needs and to ensure children are working at the appropriate level and provide practical resources and plan differentiated material where appropriate.
Early Years
§ To provide literacy experiences to foundation stage children appropriate to the Early Learning Goals and their stage development.
Cross – Curricular
§ To identify literacy in all areas of the curriculum and assist in the most effective implementation of a variety of subject areas.
Monitoring
Continuity of Literacy through Key Stages will be planned for by :
§ Implementation of the National Literacy Scheme.
§ Use of structured reading, spelling and comprehension schemes, writing, poetry (KS2).
§ Children’s work will be monitored by regular marking by the class teacher.
§ Implementation of a programme of formal testing to include Year 2, Year 6 SATS; Year 3, Year 4, Year 5 Optional SATS. NFER mid year tests for juniors.
§ Informal testing throughout the year.
§ Weekly structured spelling groups.
§ Use of reading records and mark book.
§ Co-ordinator to check children’s work at regular intervals for appropriateness, curriculum coverage and informative assessments.
Resources
§ Taped stories.
§ Outdoor play facilities (KS1).
§ Home corner area (KS1).
§ Circle time.
§ Library – school and class based.
§ Oxford Reading Tree.
§ Discovery World.
§ Literacy World.
§ Wellington Square (SEN)
§ PT1 progression in phonics.
§ Collins writing Scheme (Year 1 – Year6)
§ Folens poetry scheme (KS2).
§ ‘Spelling made easy’.
§ John Smith
§ Word lists from National Literacy Strategy.
§ Charles Cripps scheme (Reception – Year 6).
§ For teachers, classroom assistants and other support staff to act as role models for the children’s literacy development.
Assessment
§ Reading tests.
§ SATS (Year 2 & Year 6).
§ Mid-Year tests in KS2.
(Also see Assessment Policy)
§ Optional SATS (KS2)
§ Tracking documents to include spelling and reading age, optional SATS results.
Teaching and Learning
§ Tasks will be differentiated according to the pupil’s needs.
§ Pupils will have experience of working in a variety of groupings – individual , pairs, small groups and whole class.
§ Pupils with SEN may be supported by an adult where possible.
§ Teaching and learning within this curriculum area will reflect the principles of accelerated learning.
Role of the co-ordinator
Liason between teachers and coordinator to ensure the National Literacy Strategy is being implemented and recorded.
To enhance provision by other means e.g. making known appropriate training courses, external speakers and advisors.
To manage consumable resources, and be aware of new resources available within the curriculum.
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