Westwood First School English & Literacy Policy
Introduction
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.
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. The national curriculum for English aims to ensure that all pupils: ire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language tyle in and for a range of contexts, purposes and audiences understanding and ideas tions, demonstrating to others and participating in debate.
Statutory Requirements
Statutory Requirements for the teaching and learning of English are laid out in the National
Curriculum English Document (2014) and in the Communication, Language and Literacy (CLL) section of the EYFS Profile (2012).
Speaking and Listening
To develop as fully as possible each child’s competence, confidence and enjoyment in speaking and listening. Speaking and listening activities are embedded throughout the curriculum.
Pupils are taught to:
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and knowledge
- use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
- maintain attention and participate actively in collaborative conversations, staying on
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topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play, improvisations and debates
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication
In order to achieve our aims we must: -
• Provide a stimulating environment, which arouses children’s interest and curiosity.
• Provide good role models (acknowledge dialect but teach Standard English)
• Listen carefully and with respect and interest to what the children say
• Extend their range by encouragement, explanation and interpretation
• Give all children equal opportunities to develop their oracy
Phonics & Spelling
Phonics
Children learn to recognise letters on sight and sound them out. Decoding for reading
(blending sounds) and encoding (segmenting sounds) for spelling are taught as reversible processes using Read Write Inc, synthetic phonics (RWI) programme. Phonics is taught daily in 20 minute sessions. Links are also made across the curriculum. In EYFS and KS1 children are grouped according to ability and assessed on a half termly basis. Those children who have not reached the spelling group by KS2 continue to receive daily phonics (in addition to spelling). Key expectations are:
- Children will be able to learn to read and write all 44 graphemes in the English language.
- To teach children specific strategies to help them remember tricky words.
- To ensure that the teaching of phonics is lively, interactive and investigative.
- To encourage children to apply their phonic skills in all curriculum areas.
Spelling & Grammar
Spelling is taught in 20 minute sessions daily in KS2. Children follow a scheme which comprises of the National Curriculum and Support for Spelling. Spelling is also taught and reinforced across the curriculum. Children are taught to use a range of strategies when spelling. The ‘Look-Say-Cover-Write-Check’ routine is established and risk-taking in the spelling of unknown words is encouraged through the use of ‘have-a-go’ writing. In KS2 children are set spellings which follow a particular pattern each week and some statutory spellings from the curriculum. They are encouraged to find other words which follow this pattern at home. At school they are tested on a range of words that follow the pattern including some that were not on their spelling list. Children are tested on spellings within a dictation sentence. Grammar is taught through lesson starters or discrete sessions where
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appropriate. Children are given the opportunity to apply this knowledge in lessons where teaching and learning is reinforced.
In KS1, once children have completed the phonics scheme, children proceed to the spelling group when appropriate (Read Write Inc assessments are used to decide this). They continue to embed phonics knowledge and follow the read Write Inc spelling program.
Spelling linked to the National Curriculum and grammar is also taught through English lesson starters or as discrete sessions, where appropriate.
Handwriting
We follow a cursive handwriting scheme to ensure consistency across the school. Children in
Reception learn to form letters with a flick out. When they can do this correctly they form letters with a flick in and out (Year 1 unless ready and confident before). When children can form every letter with a flick in and out correctly and consistently, they are able to start joining their handwriting. Correct letter formation and joins are reinforced during independent writing. Adults model correct letter formation/cursive handwriting when writing.
Reading
The programmes of study for reading at key stages 1 and 2 consist of 2 dimensions:
- word reading
- comprehension (both listening and reading)
The ability to read is fundamental to pupils’ development as independent learners. In order to read across the curriculum with fluency, accuracy, understanding and enjoyment pupils need to orchestrate the range of strategies, drawing on knowledge of context and grammatical knowledge; applying phonic knowledge and skills; applying graphic knowledge and developing word recognition.
Shared Reading
In shared reading the teacher models the reading process to the whole class as an expert reader, providing a high level of support. Teaching objectives are pre-planned and sessions are characterised by explicit teaching of specific reading strategies, oral response and high levels of collaboration.
Guided Reading
In guided reading, the responsibility for reading shifts to the learner. The teacher structures all reading tasks with pupils who are grouped by ability. They are required to read and respond to the text themselves with the teacher supporting and directly teaching reading skills. Texts of graded difficulty are carefully chosen and matched to the reading ability of the group.
Independent Reading
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Once children are confident and fluent readers they become ‘free choice’ readers and choose their own books from a book band. Children who are not on ‘free choice’ Books are banded across the school and Key Stage 1 and 2 have separate books shelves in order to ensure age appropriate reading material is provided. Regular assessment ensures children are placed on the correct book band.
Home Reading – Home reading is an important part of the home/school partnership and discussion about what has been read helps to improve comprehension. Home reading is recorded in home/school diaries. A variety of books are used to assist in learning to read.
Reading scheme
See appendix 1
E-books
Each child has access to a range of e-books both in school and at home. These books are matched to the child’s reading band and updated regularly.
Library
The library will be accessed by all children Reception to Year 6 children.
• To be child driven and foster a love of reading.
• The library will be used to teach children how to use and respect books.
• Through their use of the library the children will learn how to use library systems and understand how to accommodate them into their learning techniques in order to further their library and ICT skills.
• To support our children’s learning, playing a key role in helping our children to develop their communication and information-handling skills.
•To help our children become independent and lifelong learners through offering the opportunity for the children to take responsibility for their own learning.
• To support the aims and objectives of the National Curriculum by promoting the ability in children to read fluently and to reflect critically on what they read, encouraging personal, pleasurable reading and developing research skills to support lifelong learning.
• The library is designed to be an interactive resource, and as such will comprise of many interactive displays, books reviews and book suggestions. conjunction with the Literacy leaders, the Leadership Team and staff, in order to achieve a breadth and balance of library resources.
• The library has collections of fiction and non-fiction which are kept separate.
• Year 4 Librarians will be trained to aid with re-locating returned books to shelves. This will take place during lunch times, as needed and with liaison with the library Teaching Assistants and the Literacy Co-ordinator.
Interventions
Individual reading - Reading Expectations
The following table sets out the frequency with which children are expected to read to an adult in school.
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Reception
Year 1
Daily Readers
(Readers at or below this band at the start of the year)
(2x reading & 3x individual sounds)
Band 3
Three times per week
(Readers up to this
Band 3
Band 6 level)
Twice a week
(Higher levels than this – weekly guided reading plus any additional sessions where possible)
Band 4
Band 8
Year 2
Year 3
Band 6
Band 9
Band 9
Band 10
Band 10
Band 11
Year 4 Band 10 Band 12 Band 13
BRP- this is an intensive programme which enables good readers to become much better readers and fosters a love of reading.
Inference Training – is focused on improving comprehension. Specifically it boosts vocabulary, activates background knowledge, aid inference making, builds meaning and promotes enjoyment of reading.
Assessment
Children are assessed during guided reading. They are tracked on Staffordshire skills grids.
Children also receive regular Benchmark assessments to identify which band they should be on and to identify next steps. SEN children also carry out the YARK reading assessment.
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)
Writing is a complex process involving the control of many aspects of language. Pupils learn to make decisions at various stages in the writing process while using relevant knowledge and
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experience of the text type they are writing. They also learn control over the physical skills of handwriting or word processing and the complex skills and knowledge of spelling.
Teachers establish the purposes and audiences for writing and make teaching objectives explicit to pupils so they know why they are studying a particular genre and how to write in this style. Writing is a primary means of expression, both for personal cognitive purposes and for communicating meaning with others. Pupils learn how to write with confidence, fluency, imagination and accuracy by orchestrating their knowledge of context and composition (text level), grammatical knowledge (sentence level) and knowledge of phonics, word recognition and graphic knowledge and a wider range of spelling strategies at Key Stage
2.
A range of approaches are used to teach writing including VCOP and Talk for Writing. The
Talk for Writing approach involves children internalising a short text, innovating it and then inventing their own. Techniques such as demonstration, modelling, explanation questioning, discussion, shared writing, guided writing and guided reading are used consistently. EYFS,
Key stage 1 and 2 also follow the Sentence Structure Policy.
Shared writing
The teacher models writing the text type explaining choices made. The children contribute with their own suggestions for improvements.
Guided writing
The teacher models the writing technique and orally drafts the writing. Pupils then write independently with different levels of support dependent on their needs.
BIG Writing
Big writing provides opportunities for children to independently apply their writing skills across different genres and improve and up-level their writing by focussing on vocabulary, connectives, sentences openers and punctuation. VCOP displays are in every classroom in Key
Stage 1 and 2.
Feedback and marking
See appendix 2
All children have their work marked in such a way that it is likely to improve their learning, develop their self-confidence, raise self-esteem and provide opportunities for selfassessment and evaluation. Marking should: promote, monitor and encourage high standards individually and within the class. recognise and affirm pupil’s own achievement. improve the quality of pupil’s work. identify, to children, their targets for further development. allow pupils opportunity to further improve their work or be challenged. inform planning. inform stakeholders about the developments of pupils progress.
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Marking of children’s work can have different roles and purposes at different times and can involve both written and verbal feedback.
marking of children’s work, either written or verbal, should be regular, frequent and consistent across the school. ion throughout the curriculum. bols and criteria outlined in appendix 2. the meaning of the marks / marking they receive. hildren should be trained in marking, self-evaluation and peer assessment to make improvement suggestions and to act upon and respond to the suggestions made. es should be in keeping with the school’s policy on
Assessment.
Effective feedback, needs planned time for children to make improvements/response, but it is most powerful when included in the fabric of a lesson e.g. after 10 mins look for a success, after another 5 mins look for an improvement etc. Teachers should use ‘green for great’ (to show what has been done well and ‘black for go back’ to show what needs to be fixed.
Children use a ‘purple polishing pen’ to fix their work during. Fix it time may be part of a lesson or a whole lesson, it enables children to make improvements to a piece of work they have already completed.
Self-evaluation/Peer Assessment
-evaluation/peer assessment. Looking for success measured against criteria and suggesting improvements.
Inclusion
We aim to provide for all children so that they achieve as highly as they can in English according to their individual abilities. We identify which pupils or groups of pupils are underachieving or under-attaining and take steps to improve attainment. Gifted and talented pupils are identified and provided with suitable learning challenges. Lesson objectives are differentiated to include all abilities.
Special Educational Needs
Children with special needs will cover the same curricular path and will be accommodated within their year group, but some will move more slowly or more quickly than others. We aim to match material, method and activity to the child in order to extend fully the talents, interests and abilities of each individual pupil.
Those children who give rise to more than mild concern will have their needs met in a variety of ways which could include; Precision teaching, Sentence Smashers, BRP (Better Reading
Program), Inferences training, Fischer Family Trust: focuses on reading and writing , ALK (Active
Literacy Kit): Alphabet and sequence focus, Toe by Toe (Phonics intervention), Working on Words
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(Vocabulary), Pindora’s Box (motor control) and Touch typing . The Special educational needs coordinator (SENCO) provides support and guidance. Pupils may be taught in small groups or on a one to one basis depending on their learning needs. See the SEN Policy and Code of
Practice.
ICT
The use of ICT is used to support Literacy across the curriculum. Technologies used consist of iPads, talking tins, talking books, Clicker 6 and Bug Club.
Homework
Homework is set termly through projects. They link to a range of subjects including
Literacy. Children are also set weekly spellings. We ask parents to write in our home school diaries about concerns or comments over the homework set.
Assessment
Formative assessment daily in lessons – next steps/ feedback to move learning on etc.
Big Writes to assess what has been retained – help to identify targets and focus for teaching
Benchmark reading assessment at least once a term to move through book bands
- Y1 phonics screening check – external
- Year 2 SATs - external
- Reading and writing levels are submitted and monitored each half term
Staff development and training opportunities
To develop staff confidence and competence in teaching English (speaking, listening, drama, reading, writing, grammar, punctuation, spelling and handwriting, across the curriculum:
- the subject leader will attend Staffordshire conferences and other appropriate training courses;
- whole-school training needs are identified as a result of the monitoring and evaluation programme;
- other training needs are identified through induction programmes and performance management;
- where necessary, the subject leader leads (or arranges) school-based training;
- staff development is identified through performance management and the annual literacy audit. The results will inform the annual literacy action plan
- the school development plan, which includes the literacy action plan, outlines whole-school training needs
- the school makes best use of in-school expertise as well as LEA, academic council and national training opportunities. Time is built into the staff development calendar for information gained from training to be disseminated appropriately.
Leadership and management roles
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The English subject leader reports to the headteacher. The subject leader has the responsibility to take a lead in developing English and the teaching of literacy across the school within the school’s improvement plan; monitoring the effectiveness of teaching and learning and the use of resources. Teachers and educational support staff can expect informal support from the subject leader, support arising from the school improvement plan and that which has been identified through performance management and induction programmes.
How the subject is monitored and evaluated
Monitoring of teaching and learning takes place through lesson observations. Literacy plans are monitored to ensure continuity and progression throughout the school. Books are scanned termly and pupil interviews are conducted to ascertain the children’s point of view. Literacy work is regularly moderated with all staff and pupil progress meetings are held so that the school’s progress towards its targets for improvement, as listed in the school’s literacy action plan, can be evaluated. A whole school focus is set for improvement. Teachers review and set individual/group pupil targets for their classes.
Review
This policy will be reviewed in line with the school’s policy review programme. The subject leader is responsible for reporting to the governors’ curriculum committee about the quality of its implementation and its impact on standards.
This policy is to be read in conjunction with the school’s teaching and learning and feedback and marking policies.
Policy date: September 2009
Policy reviewed: September 2011
Policy reviewed: September 2014 (KS)
Next review: September 2017
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