Miss Smith
Ravenshead Cof E Primary School
Ravenshead Church of England Primary School Spelling Policy
There are four main purposes to this policy:
 To establish an entitlement for all pupils;
 To establish expectations for teachers of this subject;
 To promote continuity and coherence across the school;
 To state the school’s approaches to this subject in order to promote
public, and particularly parents’ and carers’, understanding of the
curriculum.
Introduction
The importance of spelling to the curriculum
Spelling is an integral part of the writing process. Pupils who spell with
ease are able to concentrate on the content of their writing and the
making of meaning. While it is important to remember that spelling is not
the most important aspect of writing, confidence in spelling often has a
profound effect on the writer’s self-image. Accurate spelling implies
consideration for the reader and also recognises the deeply embedded
notions about correctness which we hold as a society about spelling.
Strategy for implementation, entitlement and curriculum provision
Spelling is taught as part of a planned programme using Read, Write INC
across KS2 and is taught daily for 10 minutes. Gifted and talented Year
two children will also be able to access this if their teachers need to
challenge them further.
KS1 will continue to deliver daily phonic sessions.
TRACKS spelling is an additional spelling activity designed to enable all
children to progress by providing personalised spellings.
In addition handwriting lessons and shared/ guided reading and writing
sessions afford many opportunities for talking about spelling and
revisiting and practising strategies. The teaching of spelling of subject
specific vocabulary occurs in all subjects and opportunities are made in
these lessons to reinforce spelling work undertaken in the Literacy
Miss Smith
Ravenshead Cof E Primary School
lesson. Reinforcement of spelling is dependent on the confidence of the
individual child.
CODE X is an intervention programme for those children in Key Stage
Two who have not yet met phase 5 requirements. These sessions are
delivered by experienced Teaching Assistants. These children should be
identified by teachers, alongside the SENCO.
Bug club, though mainly used in Key Stage One, can be used in Key Stage
two. This programme offers further phonetical support.
Phonics bug is an additional tool used in Key Stage One and Foundation, to
help in the delivery of daily phonics sessions.
Teaching and Learning
The teaching of spelling aims to develop pupils as independent spellers
who take an active part in their own learning. This is through a multisensory approach incorporating the development of fine motor skills,
auditory discrimination and visual perception. Pupils are taught the
knowledge and skills they need to become independent spellers. Routines
and structures are provided to enable pupils to apply what they learn
about spelling independently, through the daily use of spelling journals.
Teaching aims to show pupils how to become natural and accurate spellers.
The programme approaches this in three ways: firstly, by using a
structured approach as outlined in the programme Read, Write INC.
Secondly, by ensuring that pupils learn and practise those words which
they most frequently misspell as individuals; thirdly, by increasing their
spelling vocabulary by learning how to spell and by using the technical and
subject-specific words which occur across the curriculum.
The role of the teacher is to:
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
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Follow the school policy to help each child develop as a confident and
independent speller
Provide direct teaching and accurate modelling
Provide resources and an environment which promotes good spelling;
Observe pupils, monitor progress and determine targets for
development
Miss Smith
Ravenshead Cof E Primary School
Continuity and Progression
Foundation Stage
The emphasis at this stage is multi-sensory- linking the teaching and
practising of letter shapes and patterns with the development of pupils’
ability to listen to, and discriminate between, the constituent sounds
which make up a word. Much of this occurs through games and activities
which encourage focused listening in music, dance and physical education,
as well as literacy activities where there is a focus on rhyme, rhythm and
alliteration. Pupils learn at an early stage how to discriminate and make
connections between letter sounds used in reading and letter names used
in spelling.
Progression in Phonics (DfEE 1999), an acceleration of the phonics
curriculum detailed in the National Literacy Strategy Framework,
provides valuable teaching resource.
Developmental writing is encouraged to give pupils confidence; it is crucial
that pupils at this stage in their development as writers do not become
over-concerned with spelling accuracy. Support is given to spelling by
providing writers with aids such as letter charts and simple word banks to
stimulate interest in, and enthusiasm for, words.
Key Stage 1
Phonics is taught in discrete sessions, in accordance with letters and
sounds documents. These sessions are led and carried out by teachers
and teaching assistants and regular assessment is carried out. What the
children learn in these phonics sessions is referred to in other lessons, to
ensure the learning is embedded. Spelling rules are taught in phase 6. For
spelling purposes, the emphasis is on the pupils’ ability to segment words
into phonemes and then match the most likely letter or letters to each
sound by accessing the alphabetic code.
In addition, the pupils learn how to spell a number of sight words, high
frequency words and common irregular words as listed in the letters and
sounds documents to enable them to write fluently. They investigate and
learn to use common spelling patterns, and frequently used prefixes and
inflectional endings in their own writing.
Miss Smith
Ravenshead Cof E Primary School
Pupils become increasingly independent.
They identify reasons for
misspellings in their own work and are taught how to use a simple
dictionary, a range of word banks (including those on computers) and their
knowledge of word families.
New Curriculum specific objectives (from2014)
YEAR 1: Pupils should be taught to
1. spell: a. words containing each of the 40+ phonemes already taught b. common
exception words, e.g. the, said, one, two c. the days of the week [23]
2. name the letters of the alphabet: a. naming the letters of the alphabet in order
b. using letter names to distinguish between alternative spellings of the same
sound [24]
3. add prefixes and suffixes: a. using the spelling rule for adding –s or –es as the
plural marker for nouns and the third person singular marker for verbs b. using
the prefix un c. using –ing, –ed, –er and –est where no change is needed in the
spelling of root words (e.g. helping, helped, helper, eating, quicker, quickest)
YEAR 2: Pupils should be taught to
1. spell by: a. segmenting words into phonemes and representing these by
graphemes, spelling many correctly b. learning new ways of spelling phonemes for
which one or more spellings are already known, and learn some words with each
spelling, including a few common homophones (e.g. two, to, too) c. learning to spell
common exception words d. learning to spell more words with contracted forms,
e.g. can’t, don’t e. distinguishing between homophones and near-homophones [68]
2. add suffixes to spell longer words, e.g. –ment, –ness, –ful and –less [69]
3. apply spelling rules and guidelines, as listed in Appendix 1
Key Stage 2
At Key Stage 2 pupils take part in daily spelling session using the
programme Read, Write INC. This programme is designed to cover all the
word structures and spelling requirements for Years 2–6. It is built
around a series of short, progressive activities and uses partner work to
help children learn effectively and recall what they have learnt. Read,
write Inc works on consolidating what they have been taught, ensures
that all learning is embedded day-by-day and includes personal spelling log
books that provide a clear record of individual progress. It covers all the
word structures and spelling requirements for years 2-6.
In addition, TRACKS is a new, adapted at Ravenshead, which encourages
children to revise and review their personalised spelling list in an engaging
way. It bases itself on repetition, places a positive emphasis on spelling
Miss Smith
Ravenshead Cof E Primary School
and allows children to work out for themselves where they have made
errors with their words, in order for them to learn from their mistakes.
Nevertheless, it is recognised that some pupils will need to consolidate
the phonic knowledge and skills from Key Stage 1 and additional resources
will be required to meet those children’s needs.
Within the English lesson there is a gradual shift from teaching at word
level to teaching at sentence level.
Building on the approaches introduced in Key Stage 1, there is an
emphasis on developing confidence and independence. It is expected that
pupils assume increased responsibility by identifying their own spelling
errors, making reasoned choices about likely alternatives and using a
range of resources (including spellcheckers and a variety of dictionaries
and word banks) for making corrections.
New Curriculum specific objectives (from 2014)
YEAR 3 & 4: Pupils should be taught to:
1. use further prefixes and suffixes and understand how to add them (see
Appendix 1) [103]
2. spell further homophones [104]
3. spell words that are often misspelt (see Appendix 1) [105]
4. write from memory simple sentences, dictated by the teacher, that include
words and punctuation taught so far.
YEAR 5 & 6: Pupils should be taught to:
1. a. use further prefixes and suffixes and understand the guidelines for adding
them
2. b. spell some words with ‘silent’ letters, e.g. knight, psalm, solemn
3. c. continue to distinguish between homophones and other words which are often
confused
4. d. use knowledge of morphology and etymology in spelling and understand that
the spelling of some words needs to be learnt specifically, as listed in Appendix 1
5. e. use dictionaries to check spelling and meaning of words
6. f. use the first three or four letters of a word to look up words in a dictionary
to check spelling, meaning or both of these.
7. g. use a thesaurus.
Inclusion
Individual programmes for teaching and support are drawn up as
appropriate by the teacher in consultation with the SEN co-ordinator and
parents.
Miss Smith
Ravenshead Cof E Primary School
Gifted and talented KS1 children will have access to Read, Write INC
material and opportunity for those children to join in KS2 lessons.
KS2 leaders of learning will go over to model their role to gifted and
talented KS1 children, so that this can be utilised in phonics and spellings
sessions.
The learning environment
Teachers provide a rich and lively learning environment supported by well
chosen word resources and interactive displays to enhance pupils’
independence as spellers.
KS2 classrooms MUST display the spelling posters provided by Read,
Write INC and a working record must be kept visible of tricky words.
The role of parents and carers
KS2: A letter is to be sent out to KS2 Parents and carers, explaining our
new approach to teaching spelling in KS2.
KS1: Year 1 will send a list of tricky words home, so that parents/carers
can practise reading and spelling
Year 2 will be sending home some spelling activities for parents/ carers
to work through with the children
Foundation: The nursery/reception teacher, in particular, is responsible
for communicating the school’s policy about the place of spelling in the
writing process.
At parents’ meetings, formal and informal, teachers emphasise that it is
important for parents not to confuse advancement in writing with spelling
competence. This restricts development as a writer through unrealistic
expectations and a misplaced emphasis on spelling. Parents are shown why
it is inappropriate to correct every spelling error which a child has made.
Children are encouraged to learn spellings from their Spelling Journals at
home as part of their homework.
Assessment and recording
Miss Smith
Ravenshead Cof E Primary School
KS2 spelling activity books are marked and areas of weakness or
misconceptions are picked up on. The teacher can then have a focus
group, when other children are expected to work independently or with
their spelling partner.
Significant errors are transferred to the spelling journal, for children to
take home and learn/review
Concludes with a team test of 200 regularly misspelt words
KS1 continue to use phonics screening to assess and the flexibility of
moving children between groups, so that their learning level is being
met/challenged.
General: Spelling errors are marked in accordance with the School
Marking Policy. Children’s progress in spelling is assessed through the use
of the spelling journals, end of key stage and optional SATs.
In KS2 Spelling tests are done each half term to assess progress.
Teachers are to keep a record of this and use this to identify new TRACK
words for each child to have.
Children in KS2 will be assessed on their TRACK words. Teachers to keep
records of the progress they have made and certificates are to be
awarded in assembly to celebrate this.