Rationale
Spelling is essential for communication and when pupils write for a purpose they become aware of this need. The systematic teaching of phonics and spelling is vital. At Whitehall Primary School we recognise the importance of this and ensure that there is a consistent approach to spelling throughout a child’s time at school.
Aims and Objectives
• To equip pupils with the strategies needed to spell unknown words independently.
• To enable pupils to develop and spell correctly a bank of frequently used words as indicated in the 2014 Primary
National Curriculum.
• To enable pupils to develop confidence in writing.
• To provide a consistent whole school approach to the teaching of spelling.
Teaching and Learning
Reception and Years 1-2
Spelling, within Reception and Year 1, is linked to the pupils’ phonic programme. The primary skills for reading and spelling which Whitehall’s phonics programme highlights are blending and segmenting. These skills are integral throughout the phases taught. In year 2 pupils will then progress to spelling bands as detailed in Whitehall’s scheme of work for phonics and spellings.
During daily phonics sessions, pupils will have opportunity to learn strategies for spelling, including spelling patterns linked to the phases. They will also practise recalling key/tricky words.
Years 3-6
Spelling in years 3-6 will be taught in line with the spelling patterns, rules and key words indicated in the 2014 Primary National
Curriculum.
A thirty minute discrete spelling lesson will take place weekly. Within the teaching of spelling, there should be opportunities to:
• Revisit, explain, use
• Teach, model, define
• Practise, explore, investigate
• Apply, assess, reflect
During this lesson pupils will be tested on the spelling patterns, rules and key words learnt in the previous lesson. This will be completed on the currents weeks spelling sheet (see attached).
Spelling Strategies
Teaching staff will use the following strategies to assist in the teaching and learning of spelling:
• Break it into sounds ( d-i-a-r-y)
• Break it into syllables (re-mem-ber)
• Break it into affixes (dis + satisfy)
• Use a mnemonic (necessary has one collar and two
• sleeves)
Refer to a word in the same family (muscle – muscular)
• Say it as it sounds (Wed-nes-day)
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Find words within words (I am in Parliament)
Refer to etymology (bi+cycle = two + wheels)
Use analogy (bright, light, night…)
Use a key word (horrible/drinkable for able and ible)
• Apply spelling rules (writing, written)
• Learn by sight (look-cover-say-write-check)
• Create visual memory (look-cover-say-write-check)
Assessment
It is important that the assessment of pupils' spellings is meaningful for the child but also for the teacher when planning the teaching of spelling. Assessing spelling should not just be about identifying words that pupils spell correctly and incorrectly in a test, but consistently within their writing. It should be an opportunity to evaluate students’ understanding of sounds and conventional spelling patterns.
Additionally, pupils should record correct spellings for mis-spelt words in their own spelling journal. As a method of monitoring progress, pupils will complete a termly spelling test that indicates the child’s spelling age; this will then be recorded into the

schools assessment and tracking programme (School Pupil Tracker Online) and will form part of the discussion during Pupil
Progress Meetings.
Homework
From Years 2-6 spelling homework will be given weekly. It will include several key words for the child to learn as well as the required spelling pattern or rule. Pupils will then be tested on the key words and the pattern/rule during their spelling lesson.
Marking
Marking is integral to how we assess the pupils’ writing. It should be purposeful, constructive and support the child by showing them how they can improve. It should also assist the teacher in planning the next crucial steps for learning.
When focusing on spelling within writing, pupils should firstly be given the opportunity to write freely and be encouraged to use spelling strategies they know. This ensures that the child is still motivated to write and promotes independence when spelling.
They should then be encouraged to use their spelling journal/Spelling wall and any other spelling strategy prompts that are available within the classroom environment.
The teacher should identify an appropriate but manageable selection of incorrect spellings. These words could be written correctly on the page for the child to see and then transfer to their individual spelling journal.
Spelling Journals
From Years 2-6 pupils will be given alphabetised spelling journals, where they are able to record frequently mis-spelt words and words that they have asked an adult or used a dictionary to spell. Pupils should then refer to these to support their independent writing.
Spelling/Learning Walls
A spelling wall will be introduced from Year 2 to support pupils, allowing them to select key words which they spell incorrectly in their writing. The wall will be used by the teacher and the pupils to identify a word which is commonly spelled incorrectly or perhaps display the weeks rule/pattern. Pupils should then be given the opportunity to refer to this wall during future writing tasks.
Inclusion
Where pupils have made limited progress, a targeted programme is required. Individual programmes for teaching and support are drawn up as appropriate by the teacher in consultation with the Inclusion Manager.
Teachers will plan and teach at differentiated levels to meet the needs of the pupils in his/her class.
Links with handwriting
Developing a fluent and joined style is an important part of learning to spell and the teaching of spelling and handwriting should be closely linked. As pupils are taught how to join letters, they can begin practising letter strings and complete words, linked to the specific focus for teaching in the spelling unit. Whitehall currently uses the Spectrum scheme for handwriting.
Monitoring and Evaluation
Monitoring will take place by senior members of staff through:
• Monitoring of lesson plans
• Lesson observations
• Monitoring of Spelling/Learning walls
• Analysis of data entered into SPTO
• Analysis of End of KS1/2 SATS data
• Pupil/Staff interviews
Headteacher
Chair of Governors
Date
Date