Woodside School promotes learning for life.

We are an inclusive, aspirational learning environment where children, families, staff, governors and the wider community learn together in an atmosphere of co-operation and tolerance.

As a community we promote self-discipline, understanding, empathy, co-operation, perseverance and independence. We encourage a culture of high standards, achievements and expectations. We aim to develop the full potential of every individual.

Every child brings valuable experiences and strengths to our school. We build on these by offering a curriculum that is stimulating, accessible, challenging and differentiated to meet the needs of all children.

We provide an open, stimulating environment in which every child feels safe, valued and happy. We encourage parents and the wider community to take an active interest in the education of all of our children and to feel an ownership of their school.

Our ethos forms the core of our planning and teaching. Our teaching is our ethos in action.

The Aims of our school 

  • To create an inclusive culture of achievement, high standards and high expectations
  • To promote the spiritual, moral, social and cultural development of all of our children.
  • To create a stimulating school environment where children feel valued and safe. Bullying is not tolerated.
  • To enable all children to use language and mathematics effectively.
  • To ensure that all children have equal access to effective teaching and learning in all areas of a rich, broad, balanced curriculum.
  • To develop sensitivity, friendliness, courtesy and tolerance towards others.
  • To help children develop lively, enquiring minds, the ability to question and discuss rationally and to acquire knowledge, skills and understanding relevant to a fast changing world.
  • To be a school dedicated to self-evaluation, ongoing review and continuous improvement.
  • To work in partnership with parents/carers and our immediate and wider community for the greater benefit of all children’s education.
  • To empower every child to fulfil his/her potential.

Our Philosophy of Learning

  • Children learn best within a culture of high standards and high expectations
  • Children learn best in a stimulating, caring, safe environment
  • Children learn best when offered a range of learning experiences
  • Children learn best when a range of teaching strategies are employed as appropriate
  • Children learn best when they understand the purpose of what they are doing and have ownership of the learning activities and the curriculum as a whole
  • Children learn best within a well-planned developmental curriculum which has continuity and progression as its core
  • Children learn best when they know that there is a partnership between home and school
  • Children learn best when the activity they are undertaking is differentiated, as necessary, to meet their needs
  • The quality of a child’s learning is determined by the quality of our teaching

Excellence and Enjoyment – The Principles of Learning and Teaching

Good learning and teaching:

  • ensures that every child succeeds. At Woodside School we provide an inclusive education within a culture of high expectations
  • builds on what learners already know. We structure and pace our teaching so that our children know what is to be learnt, how and why.
  • makes learning vivid and real. We strive to develop understanding through enquiry, creativity, e-learning and problem solving.
  • makes learning an enjoyable and challenging experience. We aim to stimulate learning through matching teaching techniques and strategies to a range of learning styles.
  • enrich the learning experience. We build on learning skills across the curriculum.
  • promotes assessment for learning. Our children are partners in their learning.

Our Aims in Teaching Literacy

We aim to develop children’s abilities within an integrated programme of Speaking & Listening, Reading & Writing. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught literacy skills.

We strive for each of children to become a ‘Primary Literate Child’.   Therefore, our aim is that by the time our children leave us they will:

  • be able to express themselves in an effective and appropriate manner to a wide range of audiences and for a wide range of purposes speaking clearly, fluently and with confidence
  • be able to use a wide, interesting and appropriate vocabulary in speech and writing
  • be able to organise their thinking and to communicate the results effectively both orally and in writing
  • read and write independently, with confidence, fluency and understanding, orchestrating a range of strategies to self-monitor and correct.
  • have sound comprehension skills and be able to reorganise, infer, evaluate and appreciate a range of texts
  • be able to utilise a full range of reading cues (phonics, graphics, syntactic, contextual) to monitor their reading and correct their own mistakes
  • be critical readers, increasingly able to see how texts create effects and meanings and be able to place their own ideas, experiences and values in relation to those of the text
  • be effective spellers
  • have fluent, cursive handwriting
  • have an interest in words, their meanings and a wide vocabulary
  • be confident and reflective writers. They will know, understand and be able to write in a range of genres in fiction and poetry and understand and be familiar with some of the ways in which narratives are structured through basic literacy ideas of setting, character and plot
  • be able to understand, use and be able to write a range of non-fiction texts
  • be able to plan, draft, revise and edit their own writing
  • have a technical vocabulary which they can use to discuss their reading and writing
  • be able to use writing to consolidate and develop thinking
  • have a love of books and read with enjoyment and evaluate and justify preferences
  • have developed their powers of imagination, inventiveness and critical awareness through reading and writing
  • view literacy as enjoyable, rewarding and worthwhile

The Organisation of Teaching and Learning of Literacy

The English Curriculum is delivered using the Primary National Strategy framework. The Foundation Stage Curriculum is followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum. Pupil provision is related to attainment, not age.

In the Foundation Stage 1 and 2 children are given opportunities to:

  • speak and listen and represent ideas in their activities;
  • use communication, language and literacy in every part of the curriculum;
  • become immersed in an environment rich in print and possibilities for

communication.

At Key Stage One (Years 1 and 2), children learn to speak confidently and listen to what others have to say. They begin to read and write independently and with enthusiasm. They use language to explore their own experiences and imaginary worlds.

At Key Stage Two (Years 3-6), children learn to change the way they speak and write to suit different situations, purposes and audiences. They read a range of texts and respond to different layers of meaning in them. They explore the use of language in literary and non-literary texts and learn how the structure of language works.

Approaches to Speaking and Listening

We believe that the teaching of Speaking and Listening skills is an important part of our children’s language development and that oral communication is also intrinsically linked to writing and reading. The Four Strands of Speaking and Listening: Speaking; Listening; Group Discussion and Interaction, and Drama permeate the whole curriculum. Interactive teaching strategies are used to engage all children in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life.

As a result, Speaking and Listening skills are specifically broken down into the following strands for explicit and incidental teaching:

  • Speaking – Speaking clearly and being able to express extended ideas orally
  • Listening – Developing effective strategies for listening and responding
  • Group discussions and interaction – Participating in group discussions in a variety of roles (i.e. spokesperson, leader etc.)
  • Drama – Accessing texts through: working in a specific role, improvisation, performing scripts etc.

When creating medium term planning, teachers record possible areas in which Speaking and Listening skills may be developed. This could be on the Literacy planning or within another curriculum area where coherent links can be made.

Approaches to Reading

Letters and Sounds Programme (see page 9)

Shared Reading

Shared reading enables children to:

  • access and enjoy a text that may be slightly beyond their independent reading level
  • increase fluency through supported re-reading of a text
  • test their theories in a safe and supportive environment
  • gain an insight into or help to consolidate the decoding and comprehension strategies employed by able readers

Shared reading enables professionals to

  • demonstrate on a regular basis, that reading is meaningful and pleasurable
  • introduce the whole class to a content focus, text feature or reading strategy
  • model skills and strategies used by effective readers
  • support readers in their comprehension of more difficult text
  • observe and assess the range of reading understanding and strategies used by children
  • It is a step between reading to the children and independent reading by children
  • The teacher and children read the text together
  • The reading is brisk and expressive
  • A text or series of linked extracts may be shared over several days at Early Years, KS1 or for longer at KS2
  • At Early Years and KS1 the focus is upon modelling reading strategies usually from an enlarged text
  • At KS2 the focus is upon exploring and analysing the text, both fictional and non-fiction, to improve comprehension and compositional skills

In shared reading sessions, children are encouraged to make personal links to the text and offer interpretations that reflect their cultural and linguistic backgrounds. These contributions provide preparation for teaching that a reader makes a major contribution to meaning within a text and that meaning is not only dependent upon the author.

Shared reading is also used to introduce or extend a unit of work within other areas of the curriculum

The managed blend of explicit teacher-modelling, choral reading and focused discussion enables shared reading to support children from a range of cultural, social and linguistic backgrounds.

Guided Reading

Our Guided Reading Philosophy

The aim of Guided Reading is to help children learn to use independent reading strategies successfully. Whilst it is generally held that Guided Reading requires children to read independently and silently, this is not the interpretation we have in our school. We approach Guided Reading more as a shared reading process where teacher/child and/or children interact together with the text. We believe this approach allows for:

  • a more focussed teaching session
  • an opportunity to teach and extend children of a similar ability
  • an opportunity to learn from each other, teacher and children alike
  • an opportunity to learn to share and collaborate with increased independence

We believe that Guided Reading allows for explicit teaching opportunities within a small group to enhance the development of the child as an independent reader and that the skills gained during the Guided Reading sessions will be transferred to the child’s ability to access different reading at different levels.

At Woodside School we have a Guided Reading program from FS2 to Year 6 to enhance the development of the child as a reader. Fundamental to this belief is the knowledge that each child moves from:

  • understanding the structure of simple text through to being able to interpret complex ideas, as portrayed by the author;
  • recognising basic punctuation, through to using more complex conventions as an aid to comprehension;
  • using early word attack skills and having a bank of basic sight words through to being able to use a range of strategies and skills for word attack and having a knowledge of words, their origins and patterns with which to decode text.

Guided Reading is only one aspect of our reading program. We have an effective, balanced, quality program that includes several kinds of reading for children:

  • reading aloud to children
  • independent reading
  • home reading
  • shared reading
  • guided/group reading
  • reading as a part of learning across all areas of the curriculum

Suggested ideas for Guided Reading of fiction texts:

  • Introduce the book — front cover, blurb, author’s name; find out if children have read anything similarDiscuss what sort of book it is — fiction, non-fiction.
    Make some predictions about what the book will be about.
    If appropriate, discuss the prologue — note from the authorDiscuss parts of the book:

Orientation, setting, complication, resolution, epilogue

  • Discuss whose point of view it is written from
  • Discuss the plot:

children can use their journals to produce story maps, sequence events, draw story boards, rewrite chapters/paragraphs/events

  • Discuss the language:

Word origins, use of nouns, verbs adjectives, adverbs etc; figurative language; tense and agreement; structure of sentences; pattern of spellings; spelling rules.

Study the characters – their development, character traits, stereotypes

children can write letters to characters or to ‘agony aunts’ about characters’ problems

Suggested ideas for Guided Reading of Non fiction texts:

  • use maps: discuss alternative routes
  • follow instructions, discuss ease of accessibility of information
  • interpret diagrams : are they clear and unambiguous?
  • study labelling: how does this help access information?
  • develop higher order reading skills : skim, scan, focused reading, brief note taking
  • fact and fiction : write a narrative based upon fact with reference to/glossary of terms and information
  • explore relationship between text and illustration
  • explore different genres, e.g. recount, report, procedure, explanation, persuasion;
  • use index, table of contents, headings, sub-headings, glossary;
  • compile information pack for rest of class; give five/ten minute presentation using power point

Children in KS1 have a ‘reading diet, to encourage a love of reading and expand their access to a wider range of genre.

As a school we believe that sharing carefully planned stories and texts with children, either in class or during an assembly, encourages children to develop a love of reading. In class, stories texts are shared regularly with an expectation that children respond to these either orally or in their reading journals.

Reading Books

The following books are used:

FS1

  • Big Books
  • Oxford Reading Tree Scheme
  • Banded Books
  • Story Chest Scheme
  • Literacy Link group reading books
  • School Library books
  • Books from the Schools Library Service

FS2/KS1

  • Big Books on a two-year rolling cycle covering the range specified in the National Literacy Strategy.
  • Oxford Reading Tree Scheme.
  • Banded Books
  • Literacy Link group sets.
  • Leveled books in group sets.
  • A selection of books for individual reading.
  • School Library books
  • Books from the Schools Library Service

Year 3/4

  • Big Books and class texts on a two year rolling cycle covering the range specified in the National Literacy Strategy.
  • Oxford Reading Tree Scheme.
  • Banded Books
  • Literacy link group readers.
  • Leveled books in group sets
  • A selection of books for individual reading.
  • School Library books
  • Books from the Schools Library Service

Year 5/6

  • Big Books and class texts on a two year rolling cycle covering the range specified in the National Literacy Strategy.
  • Oxford Reading Tree Scheme.
  • Banded Books
  • Leveled books in group sets.
  • A selection of books for individual reading.
  • School Library books
  • Books from the Schools Library Service

The Main Features of Writing

Shared writing:

  • Provides opportunities for children, as developing writers, to use and consolidate new learning
  • Enables the teacher and children to experience the writing process together
  • Provides an opportunity for children to experiment with what they are learning
  • Allows children to gain confidence as part of collective authorship
  • Provides an environment for children to discuss and evaluate what makes effective writing
  • Helps children to build up and use a language to talk about writing
  • Provides support for children with English as an additional language, when confronted by the demands of written English

During Shared Writing:

  • The teacher and the children may collaborate to plan or develop a piece of writing that challenges and extends the children’s independent writing skills
  • The teacher may model aspects of writing using children’s contributions
  • The teacher may focus upon the structure and content of writing features, revision and improvement
  • Shared writing is often linked to reading e.g. using texts as models

Woodside follows the Primary Literacy Framework’s ‘Phases of Planning’ Writing Process Model to plan for and organise writing.

Guided Writing

  • Children work in small groups according to writing ability.
  • The teacher focuses on specific, challenging aspects of writing.
  • The children work on individual pieces of writing, often linked to their reading, using the knowledge they have acquired from Word and Sentence Level work.
  • As writing develops the teacher focuses on the children’s skills, e.g. analysing and justifying the children’s critical response to their own and others writing.
  • The children are taught how to plan, draft, re-draft, revise, edit and proof-read their writing
  • The teacher gives explicit feedback and points the way forward.

Independent writing activities

  • Are well organised and set up effectively
  • Ensure progression
  • Apply the learning
  • Are focused on planning, drafting, reflecting and redrafting in different groupings
  • Are time-limited
  • Have planned time for self and peer review and evaluation

Use of VCOP

VCOP is focused teaching of the following:

Vocabulary = teach a wide range of ‘wow’ words, (ambitious vocabulary);

Connectives = teach a wide range of words and phrases for connecting thoughts, ideas, sentences etcetera;

Openers = teach a wide range of ways of opening sentences, including sequence words, linking words and phrases and the 3 power openers;

Punctuation = teach a wide range of punctuation.

This way of working is used across KS1 and KS2 as a tool for improving writing and giving children support in meeting the high expectations of their use of ambitious vocabulary, meaningful and appropriate connectives, a variety of sentence openers (including those which support their use of complex sentences and a wide range of punctuation).

Emergent Writing

At Woodside, we value every mark made by the children. This mark making gradually evolves to include letters and then words. By valuing their emergent writing, we develop confident ‘writers’. The children very quickly begin to apply their understanding of phonics when they ae writing and celebrate the fast progress they make.

Letters and Sounds

As a school, we implement Letters and Sounds (2007), a six-phase teaching programme that promotes the principles and practice of high quality phonics. Phase One concentrates on activities to promote speaking and listening skills, phonological awareness and oral blending and segmenting. Phase Two to Six focus on providing a systematic approach to phonic work to ensure that by the end of Key Stage 1, children develop fluent word reading skills and have good foundations in spelling.

In Foundation Stage 2 and Year 1, we timetable five daily 20 minute discrete phonics sessions per week. In Year 2, two/three whole class sessions are timetabled. Letters and Sounds teaching is supported by Jolly Phonic, in which teaching is multi sensory and active. Each phoneme is taught with its own action. There are six overlapping phases. The table below summarises the Letters and Sounds guidance for Practitioners and Teachers.

Letters and Sounds supporting KS2

Some children at Key Stage 2 may be experiencing difficulty in reading and/or writing because they have missed or misunderstood a crucial phase of systematic phonics teaching.

In their day-to-day learning some children may:

  • experience difficulties with blending for reading and segmenting for spelling
  • show confusion with certain graphemes and related phonemes
  • have difficulty segmenting longer words containing adjacent consonants
  • demonstrate a general insecurity with long vowel phonemes. For example, children generally know the most common representation of a phoneme, for example /ai/ as in train, but require more explanation and practice about the alternative spellings for any particular phoneme.

The Letters and Sounds programme is designed to guide practitioners and teachers, in supporting children who may have poorly developed phonic knowledge, skills and understanding. For some children, the missing piece of the jigsaw may be specific items of knowledge that require only a few weeks of short, focused sessions. However, other children may not have crucial concepts such as blending and segmenting in place. Some may have a combination of the two and will require a term or more of consolidation.

Phase Phonic Knowledge and skills
Phase One(FS1 and 2) Activities are divided into seven aspects including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.
Phase Two(FS2) up to 6 weeks Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
Phase Three(FS2) up to 12 weeks The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th, representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the ‘simple code’, i.e. one grapheme for each phoneme in the English language.
Phase Four(FS2) 4 to 6 weeks No new grapheme-phoneme correspondences are taught in this phas. Children learn to blend and segment longer words with adjacent consonants e.g. swim, clap, jump.
Phase Five(Throughout Year 1) Now we move on to the ‘complex code’. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Phase Six (Throughout Year 2 and beyond) Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

 

Spelling

During and following on from the Letters and Sounds programme, it is important that the children are taught a range of strategies to enable them to tackle the spelling of unfamiliar words.

We always encourage the children to attempt to spell words they are not sure of to enable them to practise the strategies they have been taught.

To become independent spellers the children should:

  • Have a store of words they can spell automatically.
  • Be able to segment/sound words out.
  • Know the common letter patterns, so that they know when a word looks ‘right’ (become a visual speller).
  • Be able to divide words into syllables.
  • Make links between the meaning of words and their spelling.
  • Work out spelling rules for themselves.
  • Use word banks and dictionaries

We encourage our children to develop a visual memory to enable them to visualise words. To help in this process we teach them the following steps when learning key words:

  1. 1.LOOK at a word that you want to learn to spell. Make a mental note of it and trace over it if necessary.
  2. 2.COVER the word so it can’t be seen.
  3. 3.WRITE the word on your own from visual memory without referring back to the original word.
  4. 4.CHECK with the original word to see if you are correct.

Spelling in KS1

Spelling is differentiated into six groups. All children are assessed at the beginning of the year in relation to their knowledge of FS2 and KS1 high frequency words. This forms part of the spelling at home programme Resources including word books and cards are displayed and easily accessible and children are encouraged to independently use these to support their learning. Sound families are prominently displayed and referred to, to support the Letters and Sounds programme.

Spelling in KS2

The children progress through the words taken from Appendix 3 of the National Literacy Strategy and the Nelson Spelling Programme.   Children continue to take home weekly word lists.

Children who no longer need to learn the words specified in the National Literacy Strategy are given weekly spelling lists at the appropriate ability level. All planning for spelling/word level work is informed by the NLS Spelling Support and Spelling Bank, and the Nelson Spelling Programme

Spelling Journals are used for planned activities exploring specific spelling patterns.

‘Have a Go’ books are used where appropriate together with dictionaries and thesauri. Spell check and thesaurus facilities on the computer are introduced.

Children are encouraged to identify incorrect spellings by editing and proofreading their own and others work, using the agreed symbols in our Marking Policy.

Handwriting

Handwriting is taught using the Nelson Handwriting Programme. Teaching is whole class or in groups. Formal handwriting practice involves the use of the programme’s learning resources, including interactive ICT resources, and handwriting exercise books.

Resources used are:

Teaching correct letter formations and joins is essential, but children are only taught to join once they have mastered correct letter formation.

  • Lessons may be part of the Literacy session, or may take place outside of this.

In the Early Years, handwriting is actively demonstrated by the teacher/practitioner. In addition to modeling and practice through Communication, Language and Literacy, and Letters and Sounds, children are involved in a daily handwriting session of approximately 2o minutes. The handwriting is delivered within a range of contexts such as ‘Write Dance’, Nelson Handwriting scheme, writing in sand, foam etc. We believe that handwriting sessions should be short and regular to enable everyone to see the maximum benefit.

Monitoring/Assessing Progress in Literacy

Learning is assessed in line with our Assessment Guidance – Assessment for Learning, Target Setting, Tracking, Recording and Reporting Policy. With regard to Assessment for Learning, it is important that every child reads regularly and that these reading experiences are recorded and used as opportunities to monitor reading progression. This reading takes place both during and outside of the Literacy lessons through whole-class sessions, guided and group reading as well as individual reading. Reading sessions are used as opportunities to assess whether the child is able to decode the words as well as their comprehension of what they are reading. Children read to teaching staff, support staff and/or voluntary helpers. All children are encouraged and expected to read at home, with an adult where appropriate. A home school record (FS2, Key Stage 1, Year 3/4) and a home reading journal in Year 5/6, acts as support for recording and monitoring progress.

Teacher assessment, including APP, is ongoing and is the tool by which we monitor ongoing development.

  • All planned writing activities are viewed as assessment opportunities in relation to the objectives of each lesson. Writing is marked clearly within agreed guidelines (see Marking Policy) and relates to ‘Closing the Gap Marking’ where appropriate.
  • Planned assessment opportunities are agreed within Year Groups and are highlighted on the medium term planning.
  • Agreed writing assessments are internally moderated, annotated and put into the child’s records every term.
  • Each child’s Teacher Assessment level of achievement in writing is recorded on their English Summative Record at the end of each term.
  • Foundation Stage Profiles are used to inform the planning for FS2 and early Year 1 work.
  • KS1 and Year3, 4 and 5 SAT and TA results are recorded on each child’s summative record.
  • KS2 SAT results are used to inform future whole school improvement planning.
  • All assessment opportunities inform our planning and teaching.

Formal assessment opportunities take place throughout the school:

  • Year 1 Phonics Screening (June)
  • Year 2 Reading Test (November)
  • End of KS1 SATs/TAs (May Year 2)
  • Year 3 NFER Reading Test (November)
  • End of Year 3 SATs/TAs (May/June)
  • Year 4 NFER Reading Test (November)
  • End of Year 4 SATs/TAs (May/June)
  • Year 5 Reading Test (November)
  • End of Year 5 SATs/TAs (May/June)
  • Year 6 NFER Reading Test (November)
  • End of KS2 SATs/TAs (May/June)
  • NFER Spelling Test Years 1-6 (November)

Children who are identified as having reading needs are supported mainly in the classroom. Our learning support team monitors and prioritises extra input based upon the agreed support structure (see Learning Support Policy).

Intervention Programmes

Those children deemed to be under achieving or ‘at risk’ re: their progress will be supported with appropriate intervention programmes.

These may include:

  • cross class ability grouping in KS1, Year 3/4 and 5/6
  • Fischer Family Trust Wave 3 intervention programme for Year 1
  • differentiated ‘Letters and Sounds’ phase programmes in KS1 and KS2
  • booster group learning
  • reading support
  • one : one tuition

Gifted and Talented

Where possible, more able children are taught with their own class and their learning extended through differentiated group work, extra challenges and opportunities for independent learning/challenges.   Where appropriate, special arrangements are made for an exceptionally gifted child e.g. they may be taught with children from a higher age range or may follow an individualised programme with more challenging learning to tackle.

Cross Curricular Literacy Opportunities

Teachers seek to take advantage of opportunities to make cross-curricular links. They plan for children to practice and apply the skills, knowledge and understanding acquired through literacy lessons to other areas of the curriculum. This in turn supports evidence required for APP Writing, Reading and Speaking and Listening.

Use of ICT

ICT is used in various ways to support teaching and motivate children’s learning.

Equal Opportunities

All children are offered a broad, balanced curriculum differentiated to meet their needs as necessary. There is equality of access to the whole curriculum. No child is denied access to any part of the broad curriculum unless specific physical need or religious/cultural considerations make it inappropriate. We are very mindful of the learning needs of all of our children and those with Special Educational Needs are supported via effective planning, teaching and assessment, differentiated activities, as necessary, high, realistic expectations, suitable resources and recording formats. Children who have specific needs in relation to literacy will receive direct adult support in reading and recording.

We expect all children to achieve their full potential and we challenge any gender related underachievement.

English as an Additional Language (EAL)

Planning and differentiation

  • We provide differentiated opportunities matched to individual EAL child’s needs
  • The key language features of language, which are necessary for effective participation, are identified. These might be key words, grammar patterns, uses of language or genre of text.

Learning activities are carefully structured and focused to take account of range of purposes and audiences. All lessons have clear learning objectives and we endeavour, within available resources, to deploy appropriate staff and resources to ensure that all children are able to participate fully. Grouping and setting arrangements are regularly reviewed to ensure that EAL learners have access to strong English peer role models.

The Role of the Leadership Team

Members of the Leadership Team are responsible for improving the standards of teaching and learning in Literacy through:

  • Monitoring and evaluating Literacy through:
  • assessing children’s progress
  • the provision of Literacy (including Intervention and support Programmes and enrichment activities for More Able/Gifted and Talented children)
  • the quality of the learning environment
  • the deployment of support staff
  • Taking the lead in policy development
  • Taking the lead in in-house CPD sessions
  • Auditing and supporting colleagues in their CPD
  • Organising resources
  • Keeping up to date with recent Literacy developments

The Role of the Governors’ Curriculum Committee

  • Monitoring standards
  • Tracking progress
  • Setting targets
  • Analysing data
  • Monitoring resources
  • Monitoring policy and schemes of work
  • Monitoring quality of teaching and learning
  • Self-evaluation and contributing to School Improvement Planning and the SEF

Links to Other Policies

This policy needs to be read in conjunction with the following school policies:

  • All other curriculum subject policies
  • Teaching and Learning Policy
  • Assessment, Target Setting, Tracking, Recording and Reporting Policy.
  • Marking/Responding to Children’s Work Policy
  • Special Educational Needs Policy
  • Gifted and Talented Policy
  • Equal Opportunities Policy