Pamphill First School
Literacy Policy
Introduction
At Pamphill First School we believe that Literacy is a fundamental life skill. Literacy develops
children’s ability to listen, speak, read and write for a wide range of purposes. Children are enabled
to express themselves creatively and imaginatively as they become enthusiastic and critical readers
of stories, poetry and drama, as well as of non-fiction and media texts. At Pamphill School we intend
to help children develop skills and knowledge that will enable them to communicate creatively with
the world at large, through spoken and written language.
Overview
This policy consists of key paragraphs that explain how Literacy is taught and appendices which
give further guidance about:
 Reading – appendix 1
 Writing (to include handwriting) – appendix 2
 Speaking and Listening – appendix 3
 Spelling – appendix 4
Aims and Objectives
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to enable children to speak clearly and audibly and to take account of their listeners
to express opinions, articulate feelings and formulate responses to a range of texts
both fiction and non-fiction using appropriate vocabulary
to teach children effective communication, both verbal and non-verbal, through a
variety of drama activities, including the communication of their ideas, view and
feelings
to develop enthusiastic, independent and reflective readers, through contact with a
range of text type and genres
to foster the enjoyment of writing and produce effective, imaginative and wellpresented written work
to use grammar and punctuation accurately
to understand spelling conventions
Expectations
By the time children leave Pamphill School, we expect them to communicate through speaking and
listening, reading and writing, with confidence, fluency and understanding in a range of situations.
We will make every effort to foster an enjoyment of literature.
By the end of KS1 the majority of children will be working in the range levels 1-3. Most pupils are
expected to achieve level 2b at the end of Year 2.
By the end of Year 4 the majority of pupils should be in the range of levels 1-4. Most pupils are
expected to achieve level 3b at the end of Year 4.
In the Foundation Stage language and literacy development are incorporated in all areas of learning.
Opportunities are provided for children to communicate thoughts, ideas and feelings and to listen to
each other carefully. Purposeful role-play is used to develop language and imagination. Most pupils
are expected to achieve Early Learning Goals.
Right Respecting Article 28: All children and young people have a right to a primary education, which should be free…. Young people
should be encouraged to reach the highest level of education they are capable of.
Time Allocation
The allocated for literacy is in line with recommendations for KS1 & KS2. This amounts to 7.5 hours
per week at both key stages and is 36% and 32% respectively.
In addition, it is expected that cross-curricular links will contribute to pupils learning in speaking and
listening, reading and writing.
Teaching and Learning / Planning
The National Curriculum forms the basis of teaching and learning at Pamphill First School. Teachers
use the NLS unit plans and follow a two year rolling programme. We carry out the curriculum
planning in Literacy in three phrases (long term, medium term / short term). Clear learning objectives
are set for each session and are shared with the pupils. Teachers differentiate according to the
needs of the pupils and use intervention programmes for targeted support.
All children receive the minimum entitlement of a daily literacy lesson, lasting approximately one
hour. Teachers work towards independent learning and plan for different working groups e.g. whole
class / small group / paired / individual. We use a variety of teaching and learning styles in our
Literacy lessons in order to meet the needs of all our pupils. Our principal aim is to develop
children’s knowledge, skills, and understanding.
Literacy planning also includes a daily phonic session for Phases 1-6.
Guided Reading occurs four times weekly outside the literacy session. Children are grouped
according to ability and when not reading with an adult the children are given purposeful activities to
do independently.
All teachers have high expectations in the presentation of work in all areas of the curriculum.
Handwriting plays an important part and is taught weekly. When the children have reached a good
standard of handwriting in all areas of their work, they receive a handwriting pen.
Staff have high expectations that all children can achieve their full potential. Wherever possible,
Teaching Assistants work in class, supporting all ability groups, specific individuals or groups of
children, ensuring that work is matched to the needs of the child.
Literacy is encouraged and developed across the curriculum and links are made where appropriate.
ICT is used where it enhances, extends and complements literacy teaching and learning. Additional
adults are used to support the teaching of Literacy. They work under the guidance of the teacher
with small groups of children or individuals.
The skills that children develop in Literacy are linked to, and applied in, every subject of the
curriculum. The children’s skills in reading, writing, speaking and listening enable them to
communicate and express themselves in all areas of their work at school.
Literacy and inclusion
At Pamphill First School we teach Literacy to all children, whatever their ability. It is part of the
school Curriculum policy to provide a broad and balanced education to all children. We provide
learning opportunities that are matched to the needs of children with learning difficulties and those
learning English as an additional language, as well as providing appropriate, challenging planned
work for those children who are Gifted and Talented.
Right Respecting Article 28: All children and young people have a right to a primary education, which should be free…. Young people
should be encouraged to reach the highest level of education they are capable of.
Parental / Community Involvement
We value parental involvement in children’s development of literacy and promote a home school
partnership in the following ways:
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sharing information – parent evenings to discuss children’s progress, annual reports,
newsletters, curriculum workshops and evenings, parent leaflets
celebrations – assemblies, school performances, book days, displays, book fairs
homework – in line with our homework policy and home/school agreement
Parents are encouraged to support children in literacy and guidance is provided by the teacher.
Assessment, Recording and Reporting
Assessments are made in line with the school assessment policy. Teachers report to parents twice a
year at parent’s evenings and in the annual report to parents. Children are assessed on entering the
school and are formally assessed at the end of each key stage. Optional tests are used in years 3
and 4 as a form of summative assessment. Phonics in Year 1 is assessed by the National Phonic
Screening test.
An online school tracking system is used to record and analyse assessments. This is then used to
set individual targets and ensure that planning is based on prior attainment.
The teacher keeps individual records which include reading records and any other information that
enables the teacher to deliver an effective, relevant curriculum that meets the needs of the pupils.
Monitoring and Evaluation
Literacy is monitored by teachers, Literacy Co-ordinator, the Head teacher and the Curriculum
Governors (including the Literacy Governor). Having identified priorities, the Literacy Co-ordinator
constructs an action plan that forms part of the School Development Plan. This forms the basis for
any monitoring activities and will clearly identify when, who and what is to be monitored and how this
will take place e.g. classroom observation, work scrutiny etc.
Resources
A comprehensive range of resources is available in school. Every class has a selection of reference
books e.g. dictionaries, thesaurus etc and a class fiction library. In addition each class a variety of
reading material which include magazines, newspapers, pamphlets, leaflets, posters etc.
Guided Reading books and teacher resources are kept in the classrooms and library. The school’s
reading scheme is kept in the library.
The school library contains a range of fiction and non-fiction books.
Each year the school holds a book week that includes a book fair and visiting authors. Other events
include World Book Day where parents are invited to come in and read stories to the children, visits
by drama specialists, library summer challenges and library visits. Families are invited to ‘Book
Swapping’ events where they can bring a book of their choice along and swap it for someone else’s
book.
Review
This policy will be reviewed in the Autumn Term 2015
Right Respecting Article 28: All children and young people have a right to a primary education, which should be free…. Young people
should be encouraged to reach the highest level of education they are capable of.
Pamphill First School
Appendix 1 – Reading
Aims
To enable children to:
 develop positive attitudes towards reading so that it is a pleasurable and meaningful activity
 use reading skills as an integral part of learning throughout the curriculum
 read and respond to a variety of texts whilst gaining increased level of fluency, accuracy,
independence and understanding
 develop different strategies for approaching reading and be able to orchestrate the full range
of strategies
Entitlement
Pupils have access to a wide range of reading opportunities that include:
 shared reading
 partner reading
 guided reading
 independent reading
 home / school reading
 hearing books read aloud on a regular basis
 reading in other subjects including ICT texts
Teaching and Learning
Teachers promote and value reading as an enjoyable activity and also as a life skill. Teachers plan
for a range of comprehension strategies which allow pupils to engage with text in a variety of ways
to suit different learning styles.
In shared reading the teacher models the reading process to the whole class as an expert reader
providing a high level of support. Teaching objectives are pre-planned and sessions are
characterised by explicit teaching of specific reading strategies, oral response and collaboration.
Texts are rich and challenging.
In Guided reading texts are chosen to match the ability of the group but still provide an element of
challenge. Guided reading provides a forum for pupils to demonstrate what they have learned about
reading; the focus for the reading is concerned with extending strategies / objectives taught in
shared reading.
Teachers plan for independent reading activities during sessions of Literacy teaching. Texts are
selected so that pupils can access them without support. The focus for the reading is to provide
practice and develop personal response to the text.
Teachers monitor independent reading and discuss progress with individual pupils on a regular
basis.
Reading at home is regarded as an important part of reading development. Parents are encouraged
to respond to books using reading diaries and reading journals.
Right Respecting Article 28: All children and young people have a right to a primary education, which should be free…. Young people
should be encouraged to reach the highest level of education they are capable of.
Pamphill First School
Appendix 2 – Writing
Aims
Children should learn to:
 write in different contexts and for different purposes and audiences
 form letters correctly, leading to a fluent joined and legible handwriting style, giving
increasing regard to presentation
 be increasingly aware of the conventions of writing including grammar, punctuation and
spelling
 plan, draft and edit their writing to suit the purpose
 use ICT as a literacy medium for presenting work and manipulating text
Entitlement
Pupils have access to a wide range of writing opportunities that include:
 shared writing
 guided writing
 independent writing
 writing different text types and narrative styles
 writing in different curriculum areas
 handwriting practice
 collaborative writing
 writing related to own experiences and enjoyment
 writing from a variety of stimuli
 planning, drafting, editing and presenting
 using ICT
Teaching and Learning
Teachers promote writing and look for ways to inspire and motivate pupils so that they see
themselves as ‘writers’. Teachers establish the purpose and audience for writing and make teaching
objectives explicit to pupils so they know the kind of writing activities they need to undertake and
what the steps to success will be.
Subject-specific texts that link to work being undertaken in other areas may also be used in literacy
lessons to support the wider curriculum. Activities are differentiated through the use of writing
frames, spelling banks, collaborative work and peer or adult support. Teachers encourage ‘Talk for
writing’ as an integral part of the process. A mixture of whole class, small group and individual
teaching is planned.
Right Respecting Article 28: All children and young people have a right to a primary education, which should be free…. Young people
should be encouraged to reach the highest level of education they are capable of.
Pamphill First School
Appendix 3 – Speaking and Listening
Aims
Children need to be able to:
 communicate effectively, speaking with increasing confidence, clarity and fluency
 participate in discussions and debate in a variety of contexts
 listen to the views, opinions and ideas of others with increased interest
 articulate ideas and thoughts clearly with appropriate tone and vocabulary recognising the
audience
 respond to questions and opinions appropriately
 retell stories and poems which are known by heart
 ask questions with increasing relevance and insight
Entitlement
Pupils have access to a wide range of speaking and listening opportunities that include:
 talking about their own experiences, recounting events
 participating in discussion and debate
 talk for writing
 retelling & performing stories and poems
 expressing opinions and justifying ideas
 listening to stories read aloud
 presenting ideas to different audiences
 taking part in school performances
 responding to different kinds of texts
 talking to visitors in school
 listening to ideas and opinions of adults and peers
 role-play and other drama activities across the curriculum
Teaching and Learning
Teachers provide a wide range of contexts for speaking and listening throughout the school day.
Teachers model speaking clearly, this includes diction, reasoned argument, using imaginative and
challenging language and use of Standard English. Listening is modelled as is the appropriate use
of non-verbal communication, respecting the views of others. Teachers are also sensitive in
encouraging the participation of retiring or reticent children. Speaking and Listening outcomes are
planned for in all areas of the curriculum and speaking and listening objectives are identified in
planning. Roles are shared with pupils; sometimes a pupil will be the questionnaire, presenter etc.
Learning takes place in a variety of situations and group settings. For example these could include
reading aloud as an individual, working collaboratively on an investigation, reporting findings as a
newscaster, interviewing people as part of a research project, acting as a guide for a visitor to
school, responding to a text in shared or guided reading. PSHE is a time when children learn about
how to respect the views of others and the importance of speaking and listening with regard to
others.
Right Respecting Article 28: All children and young people have a right to a primary education, which should be free…. Young people
should be encouraged to reach the highest level of education they are capable of.
Pamphill First School
Appendix 4 – Spelling
Aims
To enable children to:
 write independently
 be creative and use more ambitious vocabulary
 develop and teach children to use strategies for spelling confidently
 enhance skills of proof reading
Entitlement
Pupils have access to a wide range of spelling opportunities that include:
 word mats and word banks
 daily phonic sessions
 dictionaries
 spelling tests – Look, Say, Cover, Write, Check method
 ICT websites and programmes
 Homework
Teaching and Learning
Teachers recognise that children pass through a series of stages in learning to spell
(precommunicative spelling (random letters used to communicate meaning for the child), semiphonetic spelling (use of initial consonant to represent a word), phonetic spelling (learning to encode
the letters), transitional spelling (knowing how to encode medial digraphs), visual spelling (beginning
to remember letter patterns) and mature spelling (using full range of cues).
Children are grouped according to spelling ability in order to differentiate homework tasks. They are
taught spelling as part of the Literacy Hour and during Phonic Sessions which follows the Letters
and Sounds programme.
Children’s work is sensitively marked to enable all aspects of their writing to be appraised. Attention
will be drawn through marking (Tickled Pink / Growing Green) to the misspelling of high frequency
words.
Spelling test marks are recorded and results of assessments are discussed at parent’s evenings.
Literacy workshops are carried out in the Autumn term by the teachers, to help parents in supporting
their children in spelling and other areas of literacy homework.
Regular scrutiny of work by teachers, Head Teacher and Curriculum Governors, enable the
standards and quality of the teaching and learning of spelling to be monitored.
Right Respecting Article 28: All children and young people have a right to a primary education, which should be free…. Young people
should be encouraged to reach the highest level of education they are capable of.