ENGLISH POLICY Chapel St Trust Mission Statement As part of the Chapel St family of schools, Benedict Primary strives to provide an attractive, safe, well-ordered, child-centered place of learning within a broad, generous and inclusive Christian ethos. Maintaining and sustaining the highest standards of teaching and learning is the key concern of governors and staff. The school seeks to work positively with parents and carers to fulfill the school's expectation that all learners are enabled to achieve at the highest level of which they are capable. Chapel St welcomes children and families from all faiths and none to work together towards the good of the whole community through Grace, Love and Fellowship. There is a daily act of collective worship, which encourages spiritual development and a mutual understanding of life together. Our School Vision Inspire, Think, Enrich “To develop an emotionally intelligent learning school, where everyone is inspired and has a belief in their life long learning goals; feel valued and are empowered through thinking to learn; work together to develop positive self esteem and enrich individual, team and whole school success through Grace, Love and Fellowship. 1 of 8 Philosophy Literacy is a fundamental life skill; it develops the children’s ability to communicate effectively - to listen, speak, read and write for a wide range of purposes. Children are enabled to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts. Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding across a range of different situations. Benedict Primary School works to ensure that all children develop the ability to communicate effectively and that any barriers to learning are swiftly identified and steps taken to remove them. Aims 1. To enable children to use and understand language as speakers, readers and writers 2. To encourage children to be competent, confident and independent in the use of language. 3. To provide the opportunity to monitor and assess the language development of each child. 4. To develop children’s awareness of different audiences and purposes for speaking and writing. 5. To enable children to use the English language in all areas of the curriculum. 6. To encourage a whole school approach to language. 7. To identify as soon as possible any children having special educational needs so that barriers to learning can be overcome. Role of Subject Leader To take the lead in policy development. To support and advise colleagues. To lead staff in their continuing professional development. To monitor progress in literacy through lesson observations, monitoring children’s work, analysis of formal assessment data and teacher assessment. To take responsibility for the choice, purchase and organisation of central resources for literacy , in consultation with colleagues. To liaise with other members of staff to form a coherent and progressive scheme of work, thus ensuring both experience and capability in the subject of all staff. To be familiar with current thinking concerning the teaching of literacy, and to share information with colleagues. The subject leader will be responsible to the Head teacher and will liaise with the named link Governors. The subject leader will work with other members of the senior leadership team to monitor the literacy planning within our school. EYFS Children will be given opportunities to develop the following skills in led input sessions daily and independent activities within the classroom? Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common 2 of 8 irregular words. They demonstrate understanding when talking with others about what they have read. Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Communication and language Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. Planning and Strategies The National Curriculum is used to plan all literacy lessons. Each year group is also provided with a must do list of text genres to ensure adequate coverage of different genres throughout the school. Units of work have been based around the text genres and include opportunities for reading, spelling and grammar. These units of work have been adapted to meet the needs of the children at Benedict Primary School. The units are structured to form a long term plan with an appropriate balance of fiction and nonfiction work units are broken down in to short term weekly plans. Weekly planning covers skills required to successfully complete an extended piece of writing that week. It should also encompass objectives informed by the evaluating and marking of the children’s previous work. At Benedict, we believe that the mastery of written language is one of the most powerful gifts that we can provide to our children. We believe that writing should be purposeful, rich and enjoyable for all. From September 2014, Benedict will adapt the Talk for Writing model as well as the book based learning approach, both of which will be implemented through our Literacy planning. Thinking Hats Thinking hats is used as a tool to encourage creative thinking across the curriculum. Thinking hats will be used in literacy to support children to think in 3 of 8 different ways when examining texts and within their own writing. The use of thinking hats will be stated on the weekly planning. The subject leader will monitor the use of the thinking hats and their effect on teaching and learning. Thinking hats will be displayed in each classroom to support children when using this learning tool. Talk for Writing Here at Benedict we believe that if children can’t speak a sentence, they cannot write a sentence. Speaking and listening forms a key aspect of writing and it is incorporated throughout the teaching phases. Talk for Writing involves making explicit the thinking involved in the writing process so that it can be internalised and ultimately applied by children in their writing. Talk for Writing will be embedded in every phase of the ‘Writing Sequence’ at least once a term. The main principles of talk for writing are: Book-talk: - is the extended opportunity to use talk to explore the children’s personal and collective responses to a text as readers. Writer-talk: is the articulation of the thinking and creative processes involved in all stages of the act of writing; talk that helps children to think and behave like a writer (and consider themselves to be one) Storytelling and story making: This involves the learning and repeating oral stories to develop them through telling and then extending that development into writing; later creating new stories orally as a preparation and rehearsal for writing. The sequence being imitation, innovation and invention. Non-fiction: Children will learn to write a variety of non-fiction texts through the creative curriculum. These are: Explanation Writing, Journalistic Writing, Biography Writing, Discussion Writing, Report Writing, Instruction Writing and Persuasive Writing, to name a few. The four key components of teaching non-fiction through Talk for Writing across the Curriculum are: SECURING SUBJECT MATTER ensuring children become experts and enthusiasts in the topic; IMITATION using a strong shared text as a model from which children internalize the key language features; INNOVATION using the structure and language patterns of the model text for shared planning and writing in a new, but closely related context; INDEPENDENT APPLICATION children independently writing that text type in literacy lessons and across the curriculum. Shared/Guided Writing Shared Writing Shared writing takes place within the Literacy lesson; the teacher models the writing 4 of 8 process to the whole class as an expert writer, articulating the process. Teaching objectives are pre-planned and sessions are characterised by explicit teaching of specific writing strategies, oral response and high levels of collaboration. The children join in individually or through partner work, with the writing, where appropriate. Guided Writing Guided writing takes place as part of a guided session within a unit of work. During guided writing the responsibility for writing shifts to the learner. Guided writing takes place with a group of children with similar writing targets/needs. During a guided writing session the children will write with a teacher supporting. It is intended that guided writing provides a forum for children to demonstrate what they have learned about writing and to further develop and extend their writing skills. Grammar and Spelling At Benedict, we firmly believe that a sound understanding of grammar will lead to an improved understanding of English and how the written and oral language works. Grammar is taught at minimum 3 times a week in Key Stage 1 and 2, in line with the objectives in the new curriculum. We believe that the teaching of grammar should, as far as possible, feed into the writing activity that the children are undertaking and should not be taught in isolation. However, explicit teaching in the form of grammar starters is also required. Children are taught and encouraged to use the correct grammatical terminology from Key Stage 1 onwards. All teachers follow the expectations set by the spelling guidance within the New Curriculum Framework 2014. In Early Years Foundation Stage and Key Stage 1, spelling will be taught and monitored daily through discrete phonics lesson. In Key Stage 2, spellings are systematically taught according to spelling patterns. Handwriting At Benedict, high standards of handwriting are expected across all subjects. In Early Years, children practise manipulative skills in order to prepare them for writing. They are taught to hold a pencil effectively and form recognisable letters. In Key Stages 1 and 2, handwriting is taught once a week. During this session whereby teachers model the formation of letters and letter joins for the children to practise. From Year 2 onwards a joined script is modelled. Pen licenses are available for children whose script is of an appropriate standard. Our aim is that the majority of pupils in Year 5 and 6 are writing in pen in a neat, fluent style. By Year 6, children should be experienced in using pens for handwriting. Teachers should ensure that writing in classrooms and in children’s books should mirror the agreed style and provide a model for the children to aspire to. The curriculum is delivered by class teachers. In all classes children are taught in ability groups and mixed ability groups dependent on the activity and learning is differentiated in order to give appropriate levels of work to each ability group. Where appropriate these groups/individual children are supported by Teaching Assistants. Collaborative 5 of 8 learning styles and mixed ability activities are also used. Each class from Year 1 has a Literacy Writing Wall. This is a working wall and is used as a key part of teaching a genre of writing. Assessment and Monitoring Work will be assessed in line with the Assessment and Marking Policy, and incorporates guidance from Assessment For Learning (formative assessment). Here at Benedict we believe that key to this is the premise that children will improve most effectively if they understand the aim of their learning; where they are in relation to this aim, and how they can achieve the aim (or close the gap in their knowledge). Pupils will be made aware of their target in the front of their books and have an understanding of their next steps as result of marking and feedback. Short term assessments are made as part of every lesson and involve sharing learning goals with pupils. Daily plans are adjusted accordingly. Medium term assessments measure progress against key objectives and individual or group targets are set accordingly. Long term assessments are made towards the end of the school year which, used in conjunction with the ongoing AFL, help assess progress against school and national targets or group targets are set accordingly. Long term assessments are made towards the end of the school year which, used in conjunction with the ongoing AFL, help assess progress against school and national targets Reading: - In the EYFS pupil’s achievements are going to be assessed against the Early Learning Goals. - Assessment for Learning is well established in all teaching and formative assessment occurs daily through oral feedback. Summative Assessment Requirements - Year 1 pupils are assessed using APP teacher assessments. They also complete the phonics screening test in June each year. - Years 3, 4 and 5 complete the NFER reading tests in Autumn and Spring. They also complete optional SATs papers in the Summer Term. - Year 2 and 6 complete past papers half termly and in May they sit the nationally set SATs. This will be reviewed once the assessment procedures from the revised 2014 Curriculum become more apparent. Writing: - In the EYFS pupil’s achievements are going to be assessed against the Early Learning Goals. - All teaching staff use AfL techniques in each lesson and formative assessment occurs daily. Summative Assessment Requirements - Year 1 to Year 6 complete a termly writing assessment and this is levelled against APP. - Year 6 complete a half termly grammar test but this will not contribute to the child’s 6 of 8 overall writing level. The Subject Leader should be responsible for improving the standards of teaching and learning in Literacy through: Monitoring and evaluating Literacy: - He/she takes the lead in policy development designed to ensure progression and continuity of English throughout the school. - He/she provides support for colleagues in their development of planning and the implementation of the scheme of work. - The subject leader also gives support in assessment and record keeping activities. - The subject leader assists in the monitoring of progress and standards in English, takes responsibility for the purchase and organisation of central resources for English and keeps up to date with developments in English education and disseminates information to colleagues as appropriate. - In association with the Senior Leadership Team and governors the subject leader will analyse data and monitor teaching and learning. Using this information the subject leader will identify priorities and set appropriate targets. They should plan and deploy resources accordingly to meet these targets. Partnership with Parents We value parental involvement in their child’s development of literacy and promote a whole school partnership in the following ways: Home school diary reading records Homework tasks Inviting parents to hear readers in school - subject to relevant CRB checks Regular Parent’s Evenings; sharing successes and targets updates about methodology and new developments – e.g. in newsletter involvement in national/local events e.g. World Book Day Equal Opportunities Children of all ethnic and cultural groups, races, genders and abilities, have equal access to the Benedict Curriculum. Positive images in terms of all groups are promoted throughout the school, both in the use of language and in the provision of resources. Approved Review Date Signed (Principal) Name Signed (Chair of Local Governing Body) Signed (Company Name 7 of 8 Name Secretary) Written by Nishat Mahmud March 2015 8 of 8