Stamford Park Junior School
LITERACY POLICY
1. AIMS
We aim to develop pupils’ abilities within an integrated programme of Speaking &
Listening, Reading & Writing. Pupils will be given opportunities to interrelate
the requirements of English within a broad and balanced approach to the
teaching of English across the curriculum, with opportunities to consolidate and
reinforce taught literacy skills.
1.1 The study of English develops children’s ability to listen, speak, read and
write for a wide range of purposes, including the communication of their ideas,
views and feelings. 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. They also begin to develop
critical faculties when viewing film, theatre productions etc…Children gain an
understanding of how language works by looking at its patterns, structures and
origins. Children use their knowledge, skills and understanding in speaking and
writing across a range of different situations.
1.2 At Stamford Park Junior School we strive for children to be a ‘Primary
Literate Pupil’
We aim for a child to be able to:
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read and write with confidence, fluency and understanding, orchestrating a
range of independent strategies to self-monitor and correct.
have an interest in books and read for enjoyment
have an interest in words, their meanings; developing a growing vocabulary in
spoken and written forms.
understand a range of text types and genres – be able to write in a variety
of styles and forms appropriate to the situation.
Be developing the powers of imagination, inventiveness and critical
awareness.
have a suitable technical vocabulary to articulate their responses.
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2. STATUTORY REQUIREMENTS
Statutory requirements for the teaching and learning of English are laid out in
the New Literacy Framework and in the recent review by the Rose Report in
addition to The National Curriculum Document (2000).
Any further amendments or revisions will be noted and reviewed as appropriate
with any legal requirements made.
2.1 At Key Stage Two (Years 3-6).
Children should learn to change the way they speak and write to suit different
situations, purposes and audiences. They should read a range of texts and
respond to different layers of meaning in them. They should explore the use of
language in literary and non-literary texts and learn how the structure of
language works. At Key Stage 2, word and sentence level work is supported and
taught alongside different text genres, with a balance between fiction and non
fiction. Guided Reading is used as a tool to develop individual and independent
writing skills in differentiated groups.
3. THE GOVERNING BODY
Regular reports are made to the governors on the progress of English provision
and to our Literacy Governor Mrs P Ravenscroft.
This policy will be reviewed every three years or in the light of changes to legal
requirements.
4. TEACHING AND LEARNING STYLE
The English Curriculum is delivered using the Primary National Strategy
framework to ensure continuity and progression from Year 3 to Year 6. Pupil
provision is related to attainment, not age.
4.1 At Stamford Park Junior School we use a variety of teaching and learning
styles in our Literacy lessons. Our principal aim is to develop children’s
knowledge, skills, understanding and enjoyment. We do this through lessons
which provide children with a range of experiences and activities allowing them
to explore and develop as individual and independent learners. Whilst there is a
proportion of whole-class and group teaching, the independent element of the
lesson gives children the opportunity to talk, collaborate and research to embed
and enhance their individual learning styles.
4.2 Children have the opportunity to experience a wide range of texts, and to
support their work with a variety of resources, such as dictionaries,
thesauruses and ICT. Phonics and spelling are taught as part of a coherent
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programme to ensure that all children are able to write and read fluently.
Children use ICT in English lessons where it enhances their learning, as in
drafting and presenting their work and in using multimedia to study how words
and images are used and sometimes combined to convey meaning. Wherever
possible we encourage children to use and apply their learning in other areas of
the curriculum.
4.3 In all classes children have a wide range of abilities, and we seek to provide
suitable learning opportunities for all children by matching the challenge of the
task to the ability of the child. We achieve this through a range of strategies,
sometimes through targeted differentiated group work, whilst in others we
focus on independent learning through research and investigation so that
children develop and build upon their own ideas. We use classroom assistants to
support children of all abilities, with a clear focus on the need to grow children’s
knowledge individually rather than as a class group.
5. SUBJECT ORGANISATION
5.1 English is a core subject in the National Curriculum. We use the National
Literacy Framework as the basis for implementing its statutory requirements.
5.2 We also follow the International Primary Curriculum to further reinforce
our approach in developing our children as independent lifelong learners across
the curriculum.
5.3 We carry out the curriculum planning in English in three phases (long-term,
medium-term and short-term). The National Literacy Strategy Framework for
Teaching details what we teach in the long-term. Our yearly teaching
programme identifies the key objectives in literacy that we teach to each year.
5.4 Our medium-term plans, which we also base on the Framework, give details
of the main teaching objectives for each term. These plans define what we
teach, and ensure an appropriate balance and distribution of work across each
term. The subject leader is responsible for keeping and reviewing these plans.
5.5 Class teachers complete a weekly (short-term) plan for the teaching of
English. This lists the specific learning objectives and expected outcomes for
each lesson, and gives details of how the lessons are to be taught. It also
includes details of what children will be learning. The class teacher keeps these
individual plans, and the class teacher and subject leader often discuss them on
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an informal basis. A flexible approach to planning enables teachers to respond
quickly and effectively to the learning needs of the child.
6. APPROACHES TO SPEAKING AND LISTENING, READING & WRITING.
The Four Strands of Speaking and Listening: Speaking; Listening and
Responding; Group Discussion and Interaction, and Drama permeate the whole
curriculum. Interactive teaching strategies are used to engage all pupils in order
to raise reading and writing standards. Children are encouraged to develop
effective communication skills in readiness for later life.
6.1 SPEAKING AND LISTENING
We provide children with the opportunity to:
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read aloud to the teacher, small groups or whole class
speaking and listening opportunities are given in both formal and informal
situations and small and large groups.
respond to what they see and hear in a variety of media
participate in drama and plays, both scripted and improvised and to
evaluate what has been achieved.
prepare and draft approaches to participating in debates and
presentations to differing audiences.
teach children to evaluate and improve their use of standard English to
the context and purpose of their speech.
help children to evaluate and improve their contribution to oral/aural
work.
6.2 APPROACHES TO READING.
We will provide children with the opportunity to:
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explore materials of a high quality across the full range of genre including
both fiction and non fiction, print, ICT and online.
ensure that high expectations lead to a rich and varied range of
experiences in terms of genre and approaches to given texts.
help pupils experiences of reading stimulate their imagination and
enthusiasm.
Read both aloud and silently in the course of the school day and through a
designated reading time at home, each day.
foster the enjoyment of reading and the love of books.
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enable children to choose a particular genre or theme of book to give
them access to a variety of reading material.
access to the school library as designated by the class teacher.
give realistic and achievable reading targets through assessment and
discussion to ensure continued progress.
6.3. APPROACHES TO WRITING
We provide children with the opportunity to:
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compose, draft and revise both on screen and on paper
discuss, evaluate and improve on their own writing and that of others.
give stimuli, visual, written and online to foster and promote ideas for
writing.
ensure that pupils develop as independent writers and also to work
collaboratively.
exchange and develop ideas and negotiate on the final form that their
writing should take.
develop a clear and consistent handwriting style.
use a variety of strategies to ensure accurate spelling.
develop and promote a neat and clear presentation style to their finished
work.
reach achievable targets through marking and assessment to ensure
continued progress and improvement.
7. CROSS-CURRICULAR LITERACY OPPORTUNITIES
Teachers will seek to take advantage of opportunities to make cross-curricular
links. They will plan for pupils to practise and apply the skills, knowledge and
understanding acquired through literacy lessons to other areas of the
curriculum. The International Primary Curriculum will be used as a key area to
promote the development of literacy across the school.
8. THE USE OF ICT
Opportunities to use ICT to support teaching and learning in Literacy will be
planned for and used as appropriate, supported directly by the use of the Collins
Scheme, International Primary Curriculum and other online resources which are
deemed as appropriate. ICT is used to enhance learning and support effective
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teaching. All classes have an interactive whiteboard as well as access to the ICT
Suite. Each year group has a mobile laptop trolley which contains approximately
24 laptops for each year group. These are used extensively to enhance learning
and effective teaching.
9. ASSESSMENT AND TARGET SETTING
Work will be assessed in line with the Assessment Policy. In addition to this
work will be assessed on a daily basis in the classroom to ensure appropriate
learning, from this individual targets will be set for each pupil to ensure
progression. Written work will be assessed formally each term.
10. INCLUSION
We aim to provide for all children regardless of gender, background, race or
needs, so that each child achieves as highly as they can according to their
individual abilities. We will identify which pupils or groups of pupils are underachieving and take steps to improve their attainment. Where identified, an I E P
(Individual Education Plan) will be given to a child with specific targets
discussed and agreed with parents/guardians. These are reviewed termly. If a
child makes progress which is significantly below that expected then outside
agencies may become involved.
11. GIFTED CHILDREN
Gifted children will be identified and suitable learning challenges provided.
Planning will be differentiated in the classroom to ensure appropriate children
are ‘stretched’ using a variety of resources. Appropriate opportunities will be
provided for children to attend additional learning sessions both inside and
outside school and in liaison with other educational establishments.
12. INTERVENTION PROGRAMMES
A variety of appropriate intervention programmes will be provided to those
children who are identified as requiring additional support. These may include
programmes such as Starspell (individual spelling support), FLS (Further
Literacy Support), comprehension skills as well as learning support provided in
the classroom. Certain aspects of this support may be provided by a qualified
Teaching Assistant, when appropriate.
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13. EQUAL OPPORTUNITIES
All children are provided with equal access to the English curriculum. We aim to
provide suitable learning opportunities regardless of gender, ethnicity or home
background.
14. ROLE OF SUBJECT LEADER:
The Subject Leader should be responsible for improving the standards of
teaching and learning in Literacy through:
Monitoring and evaluating Literacy: pupil progress
 provision of Literacy (including Intervention and Support programmes)
 the quality of the Learning Environment;
 the deployment and provision of support staff
Taking the lead in policy development and revisions
Auditing and supporting colleagues in their CPD
Purchasing and organising resources
Keeping up to date with recent Literacy developments
15. PARENTAL INVOLVEMENT
Stamford Park Junior School fosters a pro-active approach to parents in
supporting the development of literacy in our school. Parents are encouraged to
read with their children on a daily basis and be actively involved in events such
as National Book Week and promotions which aim to encourage reading.
16. CONCLUSION:
This policy also needs to be in line with other school polices and therefore
should be read in conjunction with the following school policies:
Teaching and Learning Policy
Assessment and Record Keeping
Responding to pupils’ work / Feedback / Marking policy
Special Educational Needs Policy
ICT Policy
Equal Opportunities Policy
Health and Safety Policy
Marking Policy
This Literacy Policy will be reviewed by the Governing Body on a regular basis.
Andrew McGregor 2010
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Update to Policy Record Sheet
Date
Reference / aspect of Suggested amendments to consider at next
policy to update
review.
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