SPELLBROOK C of E PRIMARY
SCHOOL
Learn together, Enjoy together, Succeed together
Literacy Policy
Document Information
Policy Number:
SPS-029-v1
Created by:
Mrs Gill Vise
Section:
Curriculum
Type:
Spellbrook Policy
Reviewed by:
Teaching & Learning
Committee
Responsibility:
Teaching & Learning
Committee
Last Review:
November 2014
Next Review:
November 2015
Review Cycle:
Annual
Ratified by FGB:
Not Required
Signature (T / L)
Not Required
Signature (Head)
Not Required
Spellbrook Literacy Policy
This policy describes the approach of Spellbrook C of E Primary School to the teaching and learning of
Literacy. Language and literacy skills are fundamental for communication and they are key to all
learning.
The purpose of this policy is to ensure:
a) the effective delivery of the National Curriculum for Literacy
b) that language skills are developed consistently and used across the whole curriculum
c) the integration of Literacy within the curriculum
d) the monitoring of teaching and learning of Literacy is taking place.
AIMS
Our aims are:
To develop the skills of each child in reading, writing, speaking and listening
To encourage children’s enthusiasm for Literacy
To develop confidence in pupils so that they are able to understand and use language
appropriately
To provide opportunities for children to develop their language skills in order for them to
communicate ideas effectively
SPEAKING AND LISTENING
Children are actively encouraged to speak and listen as individuals, in a group, class or whole school
situation. Children are given opportunities to:
Listen and respond by contributing their ideas, expressing their thoughts and by asking and
answering questions in a variety of contexts across the curriculum
Develop and extend their vocabulary and use language conventions appropriately
Listen to and follow instructions and relay messages accurately
Plan and discuss work co-operatively where appropriate
Develop social skills and manners, showing courtesy to each other and visitors
Speak confidently in front of an audience
By the time they leave Spellbrook, pupils should have the fluency and confidence to convey
information, ideas and opinions in a socially acceptable manner appropriate to the purpose and
audience.
READING
Children are taught to read:
Using a systematic phonics programme, beginning in Nursery and moving throughout the phases
as they go up through the school including Year 3. Children in KS2 who are performing below level 3
are included in this programme. Children are monitored carefully so they are taught phonics at the
correct level.
By having a reading book from our structured individual reading programme which includes a
variety of reading schemes.
By developing their reading skills through participation in individual and group reading with the
teacher, the teaching assistant and parent volunteers.
By ensuring that parents are well informed to ensure correct procedures are used when practising
reading at home
Guided reading takes place each day for half an hour throughout KS1 and KS2
All children are encouraged to read to an adult at home and record this in their home/school
communication record
Children are also taught and given the opportunity to:
Use the library and classroom book corners to browse, make choices, share and enjoy books both
at home and at school
Use books to access information
Read for enjoyment, discuss and evaluate what is read
Read regularly at home with the support of parents
WRITING
Teachers aim to provide children with a wide range of writing opportunities following themes linked to
the curriculum. Children are taught to:
Record their experiences and ideas across the curriculum
Write for a variety of audiences and purposes
Write with the agreed school style of cursive script that is correctly formed and legible
Present work that demonstrates thought, care and pride
Use imagination in writing supported by teacher modelling, vocabulary extension and the critical
appraisal of other authors’ writing
Use drama as a vehicle for making situations/characters real so they are more able to write about
them
Plan, draft, organise and edit their own writing
Learn grammar conventions, including recognising the importance of punctuation and use it in their
writing
Learn spelling strategies by using phonics, handwriting strings, word lists, spelling conventions and
patterns and the Look-Write-Cover-Check method
When planning Literacy lessons teachers aim to provide appropriate challenge and support, using
texts and activities suitable to motivate and enthuse all writers.
ORGANISATION
Teacher assessments are used to inform the organisation of the groups. Working with and under the
direction of Class Teachers, a designated Learning Support Assistant is responsible for working with
and raising the attainment of targeted SEN children.
PLANNING THE TEACHING SEQUENCE
Teachers at Spellbrook include the following in the 1 – 2 week Literacy teaching sequence:
upils can imitate and
innovate
- relating to writing outcome (this can be taught through the warm-ups or as an
independent lesson)
tunities for shared writing – modelling thoughts of a writer, valuing all pupils’ ideas, not
taking first idea
– paired/group – writing partners, talk for improvement in writing.
vocabulary
Cross – curricular literacy
further develop their range of literacy skills
Handwriting
ASSESSMENT
Speaking and Listening
APP assessed opportunity is carried out throughout the school each term
nt is carried out in the EYFS class
Reading
are used – e.g. highlighting APP sheets, using evidence gathered from guided
reading questioning and response tasks. Assessment sheets provide a benchmark for children of a
similar ability and inform teachers of next steps in reading.
mer term for year 2 and year 6)
and this is recorded in a class grid. This is passed on from teacher to teacher at the end of the year.
Writing
– with clear opportunities given for pupils to recognize next steps in their writing.
idence found in the work.- assessment of children’s writing
is carried out at the end of the teaching sequence
- talk for improvement in writing
Spelling
KS1 and KS2)
Target Tracker
The use of target tracker is used as an assessment tool by all teachers to track progress of pupils and
identify pupils who need further support at the earliest opportunity.
Interventions
There are a variety of literacy interventions that are run in accordance to need. These can include:
support
groups throughout the school
Extra support for phonics
Other interventions may be introduced as appropriate to the assessed needs of the individual child.
ICT
The use of information and communication technology, with clear learning objectives, will
promote, enhance and support the teaching of Literacy at word, sentence and text level.
-class, group and independent level
nables it to be read and shared
d effectively, allowing
children to interact and engage with the writing process
t written work using a computer
o develop specific grammatical and spelling skills
listening and also prepare children for writing experiences
for modelling improvement in writing
EQUALITY AND EQUAL OPPORTUNITIES
The teaching of Literacy will be in accordance with Equal Opportunities and Inclusion. All children
should have equal access and inclusive rights to the curriculum regardless of their age, gender, race,
religion, belief, disability or ability. We plan work that is differentiated for the performance of all groups
and individuals. Spellbrook C of E Primary School is committed to creating a positive climate that will
enable everyone to work without racial intimidation and harassment and to achieve their full potential.
Children who have English as an additional language and join the school early in their primary career,
usually acquire English rapidly and become proficient enough to participate in National assessments at
year 6.
As a school, we recognise children who arrive later on, may need additional support to acquire English
literacy skills and a programme supporting English as an additional language will support these
children when needed.
HOME-SCHOOL LINKS
-School diary in which parents are encouraged to add their comments
to those of teachers.
prearranged meetings throughout the year.
RESOURCES
A recently refurbished library
A variety of reading schemes organised into colour coded shelves
A wide selection of group readers, which are colour coded, corresponding to the whole school
reading scheme
A selection of big books and Literacy posters for use in Shared reading
Various grammar, comprehension and spelling books for both pupils and teachers
Resource books for teachers to support reading and writing
Class resources to support reading and writing
Class libraries
THE ROLE OF THE CO-ORDINATOR
The Assessment Co-ordinator and the Headteacher share the role of Literacy co-ordinator.
They will endeavour to:
Ensure all staff have an understanding of the Literacy expectations at Spellbrook C of E Primary
School.
Keep up to date with developments in Literacy
Observe colleagues, monitor plans and quality of teaching and learning 
Prepare policy documents and schemes of work as necessary
Advise colleagues, help develop expertise and monitor the teaching of Literacy throughout the
school
Liaise with Foundation, Key Stage 1 and 2 teachers, parents and advisors as necessary
Work co-operatively with the SENCO
Maintain resources and ensure accessibility
Contribute to in-service training of staff and devise a programme of CPD training to support staff
where appropriate
Report to the governing body
The over-riding task must be to provide support for all who teach Literacy and so improve the quality
and continuity of Literacy teaching and learning throughout Spellbrook Primary School.
THE ROLE OF THE GOVERNING BODY
A member of the governing body will be responsible for monitoring Literacy in accordance with the
Governor Role Profiles. This will involve:
-ordinator