Holy Family Catholic Primary School
English and Literacy Policy
1 Mission Statement
In Holy Family Catholic Primary School we believe our mission is to build a community based upon the love of God, and love for one another to encourage respect for everyone and everything. to ensure that everyone matters and is listened to.
Through our curriculum delivery we aim to promote pupils spiritual, moral, social and cultural development and prepare all children for the opportunities, responsibilities and experiences of life.
2 Purpose of Study
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
3 Aims
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. At Holy Family through our English curriculum delivery we aim to ensure that all pupils:
 read easily, fluently and with good understanding
 develop the habit of reading widely and often, for both pleasure and information
 acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
 appreciate our rich and varied literary heritage
 write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
 use discussion in order to learn; they should be able to elaborate and explain clearly
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4 Statutory Requirements
Statutory requirements for the teaching and learning of English are laid out in the
National Curriculum English Document (2014) and in the Early Years Foundation
Stage statutory Framework (2012).
In the Foundation Stage (Nursery and Reception) educational programmes must involve activities and experiences for pupils, as follows:
Communication and language development involves giving children opportunities to experience a rich language environment, to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. Literacy development involves encouraging pupils to link sounds and letters and to begin to read and write. Pupils must be given access to a wide range of reading materials
(books, poems, and other written materials) to ignite their interest.
The Governoring Body
Termly reports are made to the governors on the curriculum committee of the progress of English provision. Stephanie Dixon, the link governor for English meets regularly with the subject co-ordinator, usually termly. This policy will be reviewed on an annual basis or in the light of changes to legal requirements.
5 Subject Organisation
The programmes of study for English are set out year-by-year for key stage 1 and two-yearly for key stage 2. The single year blocks at key stage 1 reflect the rapid pace of development in word reading during these two years. Schools are, however, only required to teach the relevant programme of study by the end of the key stage.
Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for English on a year-by-year basis and make this information available online.
The Early learning Goals are followed to ensure continuity and progression from the
Foundation Stage through to the National Curriculum. Pupil provision is related to attainment, not age. It is expected that most children at age 5, will meet the expected levels of development and this is recorded in the Early Years Foundation stage profile. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
In order to achieve these aims English is planned and organised in units based upon the literacy framework. The subject is taught as a single subject and through cross curricular approaches. Teaching and learning in English is carefully planned and structured to meet individual needs, acquire new skills and encourage independence. Within classes pupils are taught individually, in groups and as a whole class as appropriate to the learning objectives. Work is differentiated to meet the individual needs of pupils.
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6 Approaches to Speaking and Listening
The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing.
The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
Pupils should also be taught to understand and use the conventions for discussion and debate.
All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.
Statutory requirements which underpin all aspects of spoken language across the six years of primary education form part of the national curriculum. These are reflected and contextualised within the reading and writing domains.
EYFS – Pupils are taught to 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. Pupils are taught to 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. They develop their own narratives and explanations by connecting ideas or events.
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7 Approaches to Reading
The programmes of study for reading at key stages 1 and 2 consist of two dimensions:
 word reading
 comprehension (both listening and reading).
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It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.
Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.
Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.
It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.
EYFS – By the end of the EYFS pupils are taught to read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Shared Reading – Regularly at the beginning of each unit.
Pupils are taught:
 how to use their phonic knowledge to decode (read) words
 listening comprehension skills – to comprehend what they hear, to understand the vocabulary
 reading comprehension skills
 decoding of words and sentences
 extraction of explicit meaning
 merging of topics to form a logical structure
 organisation of key topics or themes
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Guided Reading – Weekly in differentiated groups
This provides an opportunity for pupils to:
 practise their reading skills including word recognition and decoding
 learn about words
 talk with the children about the text
 learn comprehension strategies more specifically to that group.
Independent reading
Pupils are provided with the opportunity to:
 enjoy reading and listening to stories,
 ‘get into a book’
 practise reading and comprehension skills
 to record thoughts/feelings/ideas – reading journal
Phonics and spelling (see phonics policy) – Through a 40 min daily specific session in
KS 1. Specific appropriate lessons in KS 2.
Pupils are taught:
 phoneme awareness including single and joined sounds
 to blend sounds to be able to read words
 ‘tricky’ words through the teaching of and repetition.
Home Reading Daily 15 minutes has been proven to improve a child’s reading ability.
Parents should:
 develop positive attitudes to Literacy and reading
 read and tell stories and rhymes
 allow children to practise reading skills learnt in school
 allow children to practise comprehension skills learnt in school.
Resources
For shared reading we have Literacy Evolve at KS2 and a wide range of big books and smaller versions for KS1 and EYFS. We have a book banded guided reading scheme for KS1 and lower KS2. For independent reading at KS 2 we have books labelled in book bands, children are aware of their reading level. In both key stages there are an extensive range within the libraries. For home reading we have a range of books from different publishers. They are arranged in book bands starting at pink and finishing at dark red. We have a set of books specifically for intervention at KS 2.
Each class is encouraged to have a class book/novel always on the go.
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8 Approaches to Writing
The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:
 transcription (spelling and handwriting)
 composition (articulating ideas and structuring them in speech and writing).
It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing.
These aspects of writing have been incorporated into the programmes of study for composition.
Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters
(phonics) and understanding the morphology (word structure) and orthography
(spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.
EYFS – By the end of the EYFS pupils are taught to 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.
Phonics and spelling (see phonics policy) – Through a 40 min daily specific session in
KS 1. Specific appropriate lessons in KS 2.
Pupils are taught:
 to write phonemes including single and joined sounds
 to segment words into sounds in order to spell
 to spell ‘tricky’ words through the teaching of and repetition.
Emergent writing in Foundation Stage and Key Stage 1 through directed teaching activities or as a result of continuous provision in class.
Shared Writing – Regularly within the English lesson.
There are three levels of shared writing:
Demonstration
The teacher shows how to write a particular sort of text or in a particular style, giving a running commentary on what he or she is doing, and why. The teacher:
* rehearses each sentence orally before writing, discussing choices about vocabulary, word order, and so on - demonstrating that composition requires reflection
* writes the sentence, drawing attention to features such as punctuation and how they contribute to the effect
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* reads back what she has written to check how it sounds - and perhaps amends the piece as it progresses.
Scribing
The teacher involves the pupils in word choices and composition. Using the same technique of rehearse-write-reread, she scribes their suggestions, and shares the running commentary with them.
Supported writing
Each pair of pupils has a whiteboard and marker. The teacher throws responsibility for a sentence to the class. In pairs, the children rehearse-write-reread, then hold up the whiteboard for the teacher to see. The teacher can then decide how much more shared work is necessary. Once pupils have been given a thorough grounding in how to write through the shared writing lesson, they are ready to move on to independent writing.
Guided Writing/Independent Writing - within the English lesson or other areas of learning. It provides an additional supported step towards independent writing.
It contributes to the teaching sequence for writing.
It will be carefully targeted towards groups of pupils with similar specific needs.
The aim is to teach a specific skill to lead to independence in writing.
Extended writing - within the English lesson and through cross curricular opportunities. It provides an opportunity for pupils to practise the skills learnt in teaching sessions.
Handwriting – practised regularly within or not within the English lesson. See presentation policy.
9 Spelling, vocabulary, grammar, punctuation and glossary
The two statutory appendices – on spelling and on vocabulary, grammar and punctuation – give an overview of the specific features that should be included in teaching the programmes of study.
Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. References to developing pupils’ vocabulary are also included within the appendices.
Pupils should be taught to control their speaking and writing consciously and to use
Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed. This is not intended to constrain or restrict teachers’ creativity, but simply to provide the structure on which they can construct exciting lessons. A non-statutory Glossary is provided for teachers.
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Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.
10 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.
11 The Use of ICT
Opportunities to use ICT imaginatively to support teaching and to enhance learning in English will be planned for and used as appropriate.
12 Assessment and Target Setting
Work will be assessed in line with the Assessment Policy.
13 Inclusion
We aim to provide for all pupils so that they achieve as highly as they can in English according to their individual abilities. We will identify which pupils or groups of pupils are under-achieving and take steps to improve their attainment. Gifted pupils will be identified and steps taken to ensure they are being challenged.
Intervention Programmes
It is the responsible of the class teacher to ensure all children make progress through good use of ongoing assessment and effective differentiation to ensure that activities and teaching are matched to pupils’ specific learning needs. For the children who don’t make the required progress the following interventions may take place on a short term basis with careful monitoring.
Reading – Pupils who are under achieving are identified on a termly basis, tested and a programme run by trained teaching assistants. This programme is monitored and progress measured.
Those pupils who do not read at home on a regular basis are identified and heard read by experienced teaching assistants.
Writing – Pupils who are underachieving in writing are taught by the class teacher in small groups. Gaps are identified and focused on sometimes with the support of teaching assistants. Careful monitoring on a termly basis tracks their progress.
Equal Opportunities
All pupils are provided with equal access to the English curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background.
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14 Role of Subject Leader
English is at the centre of school improvement and is tracked and monitored regularly by the senior leadership team, led by the subject co-ordinator who provides a clear sense of direction and purpose.
The Subject Leader with the support of the senior leadership team is responsible for improving the standards of teaching and learning in English through:
 constructive use of performance data
 accurate evaluation of the subject’s strengths and areas for development
 provision of Literacy
 well-developed assessment strategies
 the quality of the Learning Environment;
 the deployment and provision of support staff
 taking the lead in policy development
 a collegiate approach leading to effective professional development
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Purchasing and organising resources
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Keeping up to date with recent Literacy developments.
15 Parental Involvement
Parents are encouraged to support their child’s learning in many ways.
 Information is shared on a regular basis for parents as appropriate to explain our approach to the teaching of reading and writing.
 Throughout the school parents’ evenings are held termly to discuss individual progress and targets for the future
 Reading records are used throughout the school to aid communication between home and school.
 Regular reading homework is set throughout the school – timings are age dependent.
16 Conclusion
This policy also needs to be read in line with other school polices and therefore should be read in conjunction with the following school policies:
 Teaching and Learning Policy
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Assessment
Feedback / Marking policy
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Inclusion Policy
ICT Policy
Equal Opportunities Policy
Health and Safety Policy
Member of staff responsible: Sharon Davies
Date policy rewritten: July 2012
Date to be reviewed: Annually July
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