HORSINGTON CHURCH OF ENGLAND
PRIMARY SCHOOL
ENGLISH:
A POLICY STATEMENT - SPELLING
In addressing the issue of spelling and how it is taught and learnt, the teaching staff of
Horsington Church of England Primary School have decided to adopt the practices detailed
below:
SPELLING SKILLS AND STRATEGIES
Staff will use the hierarchy of spelling skills and the range of strategies set out in the National
Literacy Strategy Framework of Teaching Objectives and also
in the school’s supplementary spelling list which accompanies this policy, Nelson Spelling,
Starspell and other computer generated spelling tools.
SPELLING HOMEWORK
Some pupils in Key Stage 2 will receive weekly spelling homework appropriate to their
ability. These spellings will be given to each individual child. (See Homework Policy)
Pupils will be taught to use the following method when writing spellings into their spelling
books:
L
Look
S
Say
C
Cover
S
Say
W
Write
C
Check
SPELLING LISTS
These will be provided by teachers for pupils to learn.
At Key Stage Two sometimes pupils will also select personal spellings from their own work
to be learnt as part of their spelling homework, in addition to the spellings set by the class
teacher.
Pupils will also learn spellings from the High Frequency Word Lists from the National
Literacy Strategy.
Reviewed: March 2006
SPELLING TARGETS
Whole School spelling targets have been set up and these are broken down into smaller year
group targets. Daily spelling activities will be given to reach these targets.
ASSESSMENT
DICTATION
Periodically targeted dictation is given to monitor progress. This form of assessment
commenced Spring 2006 and will be reviewed for effectiveness.
YOUNG’S PARALLEL SPELLING TEST
Pupils in Years 1 - 6 inclusive will be tested in November and June each year using the
Young’s Parallel Spelling Test. (See Annual Cycle of Assessment).
PERSONAL SPELLING DICTIONARIES
Year 2 to Year Six
Some pupils in these Year groups will have a personal dictionary in which to record spellings
that they require during the course of their work. These pupils will be decided upon by the
class teacher according to their spelling needs. These can be used in a range of curricular
areas.
USE OF COMMERCIALLY PRODUCED DICTIONARIES/SPELL
CHECKERS
A range of dictionaries is available in each classroom to cater for differing abilities within that
class. Once children have begun to spell three and four letter words with confidence and
reasonable accuracy, they should be encouraged to use a commercially produced dictionary as
a first point of reference when seeking to confirm an attempted spelling.
Spell checkers require a higher level of spelling accuracy and should as such be used only by
pupils who have a solid spelling base i.e. children who have a secure knowledge of initial
consonants, simple vowel sounds, beginning and final consonant blends and vowel digraphs.
Whilst they often appeal to weaker spellers, spell checkers are generally inappropriate for
their needs. These will be used by pupils in Years 5 and 6.
SPECIAL ADDITIONAL EDUCATIONAL NEEDS
Some pupils with additional educational needs may need to learn spellings from earlier year
groups and over learn to reinforce sound blends.
Reviewed: November 2000
Adopted: November 2000
Reviewed: March 2006
Reviewed: July 2001
Reviewed: March 2006
2
Reviewed: March 2006