THOMAS READE PRIMARY SCHOOL ENGLISH AND LITERACY POLICY
Definition
Language is generated through the interaction of speaking and listening, reading, writing and
experience.
It is a major vehicle of communication, through which ideas and feelings can be developed
and expressed. It is fundamental to thinking and learning in every area of life.
Aims
We aim
 to teach pupils how to craft language for particular effects, through an understanding of
how texts are created in relation to genre, purpose and audience
 to provide inter-active opportunities for pupils to practise using language in relevant, ‘real
life’ contexts
 to provide opportunities for pupils to communicate independent views and opinions,
respond imaginatively and express feelings through spoken and written language
 to enable pupils to make critical responses about the language which they read and hear in
a variety of media
 to provide an integrated approach to reading and writing, speaking and listening
 to develop language skills in ALL curriculum subjects
 to recognise the language experiences of pupils at home and in the wider community and
to foster pleasure and enthusiasm for the written and spoken word
 to increase pupils’ understanding of how language is used in the world beyond school
 to teach literacy on a daily basis to every child following the principles of excellence and
enjoyment.
Teaching and Learning
The planning of the curriculum takes into account the following statements, which integrate
the requirements of the revised National Curriculum for English and the National Literacy
Strategy: (referred to as NLS)
Speaking and Listening
 pupils should be taught how to speak confidently, clearly and audibly in a wide range of
contexts
 pupils should understand how to adapt their use of language, varying use and register in
relation to purpose and audience
 pupils should listen with concentration to a wide range of spoken language in real
contexts, such as: live talks, radio, television, film
 pupils should participate in group discussions, debates and individual presentations
 pupils should have opportunities to reflect on their own and each other’s use of language
 drama strategies should be used to provide inter-active opportunities for developing
spoken language
Reading
 pupils should read for pleasure and study
 pupils should read a widely, including Media and ICT texts and texts from a variety of
cultures and traditions
 pupils should be taught to be discriminating readers, be able to understand layers of
meaning and make a critical response to what they read
 pupils should explore meanings of text using drama strategies
 pupils should be able to read on-screen texts
 teachers should understand the skills and strategies involved in teaching reading to enable
pupils to read accurately for meaning and pleasure; using methods and strategies such as
Shared and Guided Reading and systematic phonics teaching
 reading for information and other purposes should be reinforced in other subjects
Writing
 pupils should be encouraged to follow the Handwriting policy (Appendix 1 )
 writing should be seen as an enjoyable activity in itself
 pupils should be encouraged to write with commitment and vitality and develop
independent, distinctive and original styles
 pupils should be taught to write fluently and accurately, understanding how to use the main
rules and conventions of written English
 pupils should write for a range of purposes – e.g. to communicate to others, create
imaginary worlds, explore and describe experience, organise and explain information,
imagine and explore feelings and ideas, use language creatively to engage reader, inform
and explain to reader and to persuade
 pupils should write in a variety of forms e.g. narrative, letter, poems, notes
 pupils should be able to choose form and content to suit purpose and audience
 pupils should compose both on paper and on computer screen, using different formats and
layouts to present work
 pupils should discuss and respond critically to their own and other pupils’ writing, analyse
strengths and weaknesses, and make improvements.
 pupils should use re-drafting to improve and develop content, style and accuracy of writing
 where appropriate a writing link will be included on other curricular plans.
Drama is of central importance in developing language use and the curriculum should
provide opportunities for pupils to
 create, adapt and sustain different roles individually and in groups
 explore meanings of texts - characters, actions, themes, emotions and ideas
 participate in spoken performances, dramatic interpretation, improvisations
 write original scripted plays to develop written skills
 evaluate their own and each other’s contribution and effectiveness of performance
ICT is an important means of developing language use in the context of the modern
world.
We aim to support pupil learning in the following ways
 pupils should have opportunities to compose directly on screen
 pupils should be taught how to use word processing techniques to develop writing skills
 pupils should use a range of fonts and layout presentation features in relation to audience
and purpose
 pupils should check for written accuracy, using grammar and spellcheckers
 pupils should use computers to read for information - CD ROMS, Internet
Language Study - pupils are taught the formal conventions of Standard English
language through discrete lessons following Jolly grammar thro years 1,2,3,4,5,6.
 an understanding of grammatical features of written Standard English
 fluent use of spoken standard English according to a range of circumstances
 how word order and choice are crucial to meaning and effect
 the relevance of word origins, families and roots
 to spell accurately, identify reasons for misspellings
 to proof-read their writing to check written accuracy, using dictionaries, spell checks,
thesauruses
 to develop legible handwriting in both joined and printed styles
 to use different forms of handwriting for different purposes
 to recognise the importance of clear and neat presentations
Assessment is an integral part of the teaching and learning process and is clearly linked
to learning objectives
 Short term Literacy targets are set for groups initially and are then adapted according to
individual needs, and displayed in individual books.
 Other forms of assessment include standardised reading tests, ongoing teacher assessment,
analysis of SATs and Optional SATs, termly assessed writing in assessment books – genre
identified by staff. These are moderated by the whole staff to ensure consistency across the
school.
 All writing across the school is teacher assessed. Years 2 and 6 may be moderated by the
local authority on an annual basis.
Record Keeping
 records track progress
 Phonics audits regularly ensure correct curriculum coverage and children’s achievements
in phonics are recorded systematically until the criteria are met.
 group reading records are kept which show achievements and next steps
 the Oxfordshire Curriculum Record is a summative record of children’s achievements
Target Setting
At the end of the summer term teachers set targets for children’s attainment for the next year
and end of Key Stage. These are based on achievement to date, rate of previous progress and
appropriate challenge.
Resources to support the curriculum
 materials that are selected carefully to ensure no discrimination
 texts which develop fluency, accuracy, understanding and pleasure in reading
 specific areas for independent language e.g. writing areas, listening and reading corners,
role play settings
 group reading sets and ‘Big Books’ are kept in the Literacy Resource Room.
 Use of smart board, interactive text, video clips, animated stories etc.
Planning
 we have common planning grids for medium and short term planning
 planning is based on identified learning objectives based on NLS progression
 use of Hamilton Trust Plans
 speaking and listening objectives used in medium and short term planning are taken from
Dfes guidelines for Foundation to Year 6.
 short term planning is used flexibly to reflect the daily needs of the children
 elements of Literacy take place daily which should include an extended writing session
 opportunities for extended writing are linked to learning objectives and are shown on
medium term planning and weekly plans
At Key Stage 1 these usually happen once a week during an ‘extended’ Literacy lesson
At Key Stage II these are more flexibly blocked depending on the units studied
Continuity of Progression and Standards
Progression is promoted throughout the school by the use of the NLS.
FFT Booster Sessions
Personalised Learning Programmes take place for KS1 children over a 20 week period in
Year 2. These children are identified at 1b and using Fisher Materials and aim to move up 2
sub levels by the end of the year.
Personalised learning programmes in key stage 2 are targeted at individual and group needs
and planned by every member of staff accordingly.
Staffing
One member of staff is designated as the Literacy Co-ordinator. Advice, support and
suggestions will be available from the co-ordinator for all members of staff to support their
work with the children. Teachers are responsible for the evaluation of the standards of the
teaching and learning of literacy in their classroom. This is monitored by the Literacy Coordinator and Headteacher
Special Educational Needs
Children’s special educational needs in literacy will be identified and met, as far as possible,
by the class teacher. The Special Educational Needs Co-ordinator will also advise and give
practical support.
The Teaching Assistant may give extra help under the direction of the class teacher.
Equal Opportunities
The full and effective participation and progression of all pupils should be achieved by:
 acknowledging and valuing the variety of different experiences, interests, social and
cultural backgrounds of pupils; using such differences constructively to raise confidence
and self-esteem
 ensuring access to learning at an individual level, through differentiated teaching and
learning strategies; planning should set high expectations and provide appropriate learning
opportunities for pupils from all social backgrounds, ethnic groups and for those who are
disabled
 providing texts from a range of cultures and which are free from discrimination and
stereotyping
 providing resources to support specific learning difficulties.
Developing Literacy at Home
 we recognise that the role of the family is central in supporting the child’s language
development as a speaker, reader and writer
 families, pupils and teachers regularly inform one another of progress; access to records is
provided
 home-school contracts and homework policies are linked to developing literacy at home
 teachers provide guidance, at formal and informal interviews, on what families can do to
extend their child’s competence in using spoken and written language
 the school newsletters are used to inform parents about aspects of children’s learning
 Spellings are sent home with related activities on a weekly basis
 Extension activities are sent home on an ad hoc. basis
Home School Links
All children will continue to use the Oxfordshire Reading Record until they are independent
Level 3 readers. After this they will move onto the Thomas Reade Reading Award Scheme,
which includes a reading record booklet. However, teachers will make the final decision as to
when children move from the Oxfordshire Reading Record to the Thomas Reade Reading
Award Scheme.
Teachers’ comments will be linked to learning objectives for reading in literacy.
Teachers will be guiding parents as to how often they should be hearing their child read
aloud.
Teaching assistants, with guidance from the teacher, will also write comments in the reading
records.
Parents will need to sign the Reading Award Record to verify that children have read
sufficient books to be awarded a bronze, silver or gold reading award.
The Reading Awards are given to children who have read 10, 20 and 50 books for a Bronze,
Silver and Gold Reading Awards respectively.
Literacy Governor
We have a Literacy Governor, Paul Mayhew-Archer. As part of this Governor role he
frequently helps out in classes, moderation sessions and work closely with Julie O’Hare
Literacy Co-ordinator.
This policy will be subject to two-yearly review. The next will be in Feb 2015
Julie O’Hare
Literacy Co-ordinator
January 2016
.
Appendix 1
Thomas Reade Primary School
Handwriting Policy
Aim of Policy
It is our aim that all pupils develop a fluent and legible style of handwriting. Handwriting is a
skill (fine movement) and one which is best taught directly by demonstration, explanation and
practice. The principal aim is that handwriting becomes an automatic process which frees
pupils to focus on the content of their writing. The correct formation of all letters needs to
become automatic and may require a lot of practice. In order for this to occur, handwriting is
taught in ways that enhance fluency and legibility.
Handwriting is taught regularly throughout the week. Explicit teaching and practice of
handwriting skills generally occur outside literacy lessons. Shared and guided writing during
literacy provides many other opportunities for the modelling and monitoring of handwriting.
The expectation is that handwriting will be explicitly taught and practised for at least one
hour during the week in short sessions.
Teaching and Learning
Handwriting is a skill which needs to be explicitly taught. Since handwriting is essentially a
movement skill, correct modelling of the agreed style by the teacher is very important.
The Role of the Teacher
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To follow the school policy to help each child develop legible and fluent handwriting
To provide direct teaching and accurate modelling
To provide resources and an environment which promotes good handwriting
To observe pupils, monitor progress and determine targets for development
To model appropriate handwriting to the children when using white boards, the SMART
board and when marking books.
Continuity of style is ensured through the use of the Penpals Handwriting Scheme and also
Ruth FAGG. Staff meetings ensure that all staff members are forming letters in line with the
policy.
Once children are able to form letters correctly, line guides or lined paper are provided to help
the size and the correct position of the letters. Wide or narrow lines are used according to the
child’s needs and at the teacher’s direction. Teaching includes presentational features such as
margins, dates, underlined headings and how to cross out with one straight line or through the
use of rubbers.
Foundation Stage
The emphasis at this stage is with movement. Letter formation starting at the right entry point
and then moving in the right direction, learned at this early stage becomes automatic and has
a profound influence on late fluency and legibility. To aid movement, close attention is given
to pencil grip, correct posture, the position of the paper and the organisation of the writing
space. At this stage the correct formation of letters is stressed. Pupils are given the
opportunity to experiment with a range of writing materials and implements; a multi-sensory
approach is used to help pupils feel the movement in the hand through a variety of activities.
Key Stage One
Building on the Foundation Stage, pupils at KS1 develop a legible style. This is achieved in
Year 1 by developing a comfortable and efficient pencil grip and by practising handwriting in
conjunction with spelling and independent writing. Children use pencils at this stage for all
writing activities. Correct letter orientation, formation and proportion is taught in line with
the Penpals Handwriting Scheme, supplemented by the Ruth FAGG Scheme. Basic joins are
introduced as soon as children are secure in the movements of each letter. In Year 1 these
joins are introduced with the phonic teaching e.g. ch – this is taught as two letters, one sound
(diagraph) so it make sense to write it as one unit. This continues in Year 2 and the four basic
handwriting joins (diagonal and horizontal joins to letters with ascenders) are practised and
letters that do not join are identified.
Key Stage Two
In Year 3 the children consolidate their use of the four basic handwriting joins, ensuring
consistency in size, proportional spacing of letters. By the end of Year 3 joined handwriting
should be used at all times unless otherwise specified.
In Year 4 handwriting speed, fluency and legibility are through practise. It is anticipated that
all children will be writing with pen by the end of Year 5
Years 5 and 6 are used to consolidate learning for those children who have not yet achieved a
fluent and legible joined script. Those who have, will develop an individual style based on
the principles of good handwriting taught in previous years.
Inclusion
The vast majority of children are able to write legibly and fluently. However, some pupils
need more support and provision will be made for this in their IEP. This may involve extra
handwriting sessions and access to extra resources.
Left Handed Children
All teachers are aware of the specific needs of left handed pupils and make appropriate
provision:
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Make sure that left handed children sit on the left of right handed children
Left handed children usually need to have the paper slightly to the left of centre of their
body and should be encouraged to tilt their work clockwise so they can see what they have
written
Teachers are alert to the fact that it is very difficult for left handed pupils to follow
handwriting movements when a right handed teacher models them. Teachers demonstrate
letter formation to left handers on an individual or group basis.