THE MEADOWS SCHOOL ENGLISH POLICY Broad Aims To enable pupils to progress to their full potential in literacy. To make the literacy experience enjoyable and enriching. Teaching and Learning At KS3, pupils work in ability groups. At KS4 and Post 16, pupils work in class groups. At KS4 and Post 16, students work towards nationally accredited units and certificates including AQA Entry Level / Functional Skills, Unit Awards and “Moving On”. All KS3 and KS4 pupils work on the National Curriculum at a level appropriate to their needs. An IEP may provide added focus for specific student. Class “Target Sheets” provide more detailed focus. All students have individualised literacy targets. These targets support the differentiation of tasks set and are used to support teaching and learning for individual students during lessons. They are working documents and should be used as such. I suggest it would be seen as good practice to make notes on Class “Target Sheets” regarding each pupil’s progress on a specific English target. Due to the needs of the pupils placed at The Meadows School, it is necessary to modify National Curriculum requirements to suit the needs of groups and individual pupils. National Curriculum targets have been broken down into small steps that allow students to “achieve”. Some students require pre-National Curriculum work linked to P Levels. Functional literacy supports the knowledge and skills relevant to everyday life. Pupils should have the opportunity to work in groups and approach certain topics within a group or class. For those students on Link Courses, literacy can be integral to their course and the needs of the individual and the subject studied. Planning and Record Keeping Long term planning is based on the National Curriculum and informed by the National Strategy and organised in blocks. Medium term planning sheets (Sheet 2s) are copied to the Co-ordinator and the Headteacher. They are currently being redeveloped. Each class has a “Target Sheet” to provide an ongoing focus for individual students. They are annotated to record progress and targets as they are achieved and to set new targets. They reflect the topics studied and are reviewed at least termly. Targets set are linked to the Annual Review and ultimately the Statement of Education Need for each individual student. Assessment Each pupil is assessed by a range of methods. Assessment is through end of Key Stage requirements and ongoing teacher assessment. Class based tasks are used within the context of the lesson. Annual assessment Students are assessed against National Curriculum Levels, Entry Levels, P Scales and B Squared descriptors where appropriate to their achievement and level of progress. Class teachers are responsible for baselining, updating and recording this information. The Annual Review takes place for each student on, or close to, the anniversary of the Statement of Educational Need. For those students who are working towards GCSE, Entry Level or Functional Skills qualifications, examination board criteria is used as appropriate and students’ work moderated in accordance with each board’s requirements. Intervention Groups There are currently 4 Intervention Groups timetabled within school: Reading Intervention (JB) Writing Intervention – FFT Wave 3 (LH) SULP (Social Understanding of Language) (SI) SALT (Speech and Language Therapy) (SI) Resources Training and updates delivered through staff meetings and inset sessions or disseminated information through school e-mail system and paper or ICT based communication. Each class teacher should have a English Curriculum Master Folder (yellow) with up to date information / current initiatives / photocopy masters contained within. A range of class resources are available centrally to all staff. At present, 2 core reading schemes are used within school – Oxford Reading Tree and Wellington Square. Teachers have their own resources to suit their and their students’ needs. Each class has basic equipment to hand to help with practical activities. Computer software is available to support teaching and learning. Annual subscription paid to B Squared to provide downloadable resources. All classes have an interactive whiteboard. There is a computer suite and a laptop trolley which can be booked for individual, group and class use. There are also 2 class sets of IPads. Inclusion All pupils, regardless of race, gender, culture or disability shall have the opportunities to develop their literacy capability. The school will promote equal opportunities and fairness of distribution of literacy resources. All pupils regardless of learning difficulties will have the opportunity and support for special learning needs. Dyslexia friendly strategies will be employed throughout the school (see Dyslexia Friendly policy statement). 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.