Belton All Saints Church of England Primary School

Belton All Saints Church of England Primary School

'Learning, Living & Growing Together with God's Love'

English policy

Rationale

English in our school is a learning partnership between parents, teachers and pupils. Teaching and learning in English are both enhanced by the implementation of the 2014 National Curriculum. We believe that all children should leave our school having developed the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. We want children to enjoy and appreciate literature and its rich variety. Literacy is at the heart of all children’s learning. Literacy enables children both to communicate with others effectively for a variety of purposes and to examine their own and others’ experiences, feelings and ideas, giving these order and meaning. Because literacy is central to children’s intellectual, emotional and social development it has an essential role across the curriculum and helps pupils’ learning to be coherent and progressive.

Aims

Through the National Curriculum for English we aim to ensure that all pupils achieve high standards of language and literacy by giving pupils with rich and varied experience of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. Therefore our aims are:

·  To develop pupil’s abilities within an integrated programme of Speaking, Reading and Writing;

·  To deliver the statutory National Literacy Curriculum 2014 in a fun and engaging way which enables all children, from all backgrounds and abilities, to succeed;

·  To provide high quality opportunities and experiences to develop and consolidate English skills across the primary curriculum;

·  To provide children with the necessary skills to become confident in expressing themselves in both spoken and written language;

·  To provide children with successful literacy role models and help them appreciate our rich and varied literary heritage;

In addition we aim to:

·  maintain and stimulate lasting pupil curiosity, interest and enjoyment in English;

·  employ teaching methods and resources which allow all pupils to have access to the spoken and written word, learn resilience and experience success;

Objectives

·  To encourage the use of English skills and the spoken word in daily life.

·  To recognise how English is used in the world around us;

·  To be effective, competent communicators, good listeners who can express opinions, articulate feelings and formulate responses in a range of contexts;

·  To make cross-curricular links when appropriate.

·  To encourage individuals to experience a sense of achievement in all areas of English;

·  To use IT to develop and enhance the teaching and learning of English;

Planning and Implementation

English is a core subject in the National Curriculum, and we use the English Programmes of Study: Key stages 1 and 2 (dated September 2014) as the basis for our school curriculum, ensuring we teach the relevant statutory content. Alongside this we use the non-statutory guidance from the National Curriculum.

We carry out the curriculum planning in mathematics in three phases (long-term, medium-term and short-term):

·  Our long-term plans provide an overview to ensure the appropriate content is covered in each year group;

·  Our medium-term English plans, give details of the key areas of learning for each half term.

·  More detailed short-term plans contain the specific learning objectives and expected outcomes for each lesson, and give details of how the lessons are to be taught. This provides the teachers with the opportunity to plan in response to the needs of children, within each class on a weekly basis.

·  The school has developed individual planning books for English which allows planning for the main areas of the English curriculum: Spelling, Writing (composition and handwriting), Writing (vocabulary, grammar and punctuation) and Reading.

·  The subject leader and class teachers discuss planning on an informal basis as part of the subject leader’s monitoring, as well as when more formal monitoring takes place.

·  We teach English in daily lessons across the school with discrete phonics lessons being taught in foundation and Key Stage 1 (see phonics policy), and discrete spelling lessons from year 2 (see spelling section). Handwriting is also taught as discrete lessons across the school.

Early Years Foundation Stage

We teach English in our Foundation Stage where we relate the English aspects of the children’s work to the objectives set out in the Development Matters document leading to the Early Learning Goals, which underpin the curriculum planning for children during the Early Years Foundation Stage. We give all the children ample opportunity to develop their understanding of reading and writing through varied activities that allow them to enjoy, explore, practise and apply their literacy skills. A range of Literacy based themes are used which encourage a love for books and develop early writing skills. Outdoor learning plays a major part of this as children are able to explore their environment and develop early writing skills through meaningful activities.

Assessment, Recording and Reporting.

1. Diagnostic tests for reading and spelling as well as sample test papers are used to support and inform the teacher’s own assessment of the children’s performance. The results help to inform teacher assessment and future planning. Teacher assessments are added to the O- track system half termly. From this data: individual, group and cohort achievement and progression can be monitored.

2. SAT’s tests are statutory in May for year 6 and year 2. Results are recorded centrally using O track which enables tracking of children’s progress.

3. Formal reading and spelling tests are carried out in October, February and June. These give a reading and spelling age as well as a standardised score.

4. Pupil progress meetings and parent information evenings are held each term to review targets, discuss progression and share new targets.

5. An annual report is sent to parents during the year. These include comments on attitude, progression and attainment against age related expectations.

6. Some of the evidence base for these assessments may come from day-to-day class work. This is measured through careful observation and marking in line with the school marking policy. Moderation of pupils work is carried out within school and with network schools. We use these judgements to assess progress and achievement against individual, school and national targets. We identify and target those children not making expected progress and intervene accordingly.

Links with other curriculum areas.

Our school runs a flexible, creative theme-based curriculum, through the IPC, and although much of the English is taught during a daily lesson, we constantly seek to make meaningful cross-curricular links through our themes in order to embed English into the bigger picture of each child’s learning, and to provide real life relevance to the concepts and skills that they are acquiring. This is a two–way process, so sometimes the English objectives may be developed as part of another topic. Opportunities to do this may be identified at either the long-term, medium-term or short-term planning stage. Curriculum days are held where reading or writing is a focus throughout all subjects e.g. World Book Day, author days

English and Computing

Information and communication technology enhances the teaching of English significantly. It also offers ways of impacting on learning which are not possible with conventional methods. Teachers can use software and iPad apps to present information visually, dynamically and interactively. Children use IT (including iPad apps, Learning Platform and I Am Learning) in order to develop their reading and writing skills either within English lessons or in other curriculum areas.

Inclusion

All children receive quality first literacy teaching on a daily basis and activities are differentiated accordingly. In addition, where identified pupils are considered to require targeted support to enable them to work towards age appropriate objectives, intervention programmes will be implemented. Teachers and teaching assistants plan programmes together and monitor progress of these pupils. We strive hard to meet the needs of disadvantaged and vulnerable children, including those pupils who generate Pupil Premium, those with special educational needs, those with disabilities, and those learning English as an additional language. We take all reasonable steps to achieve this and involve other agencies where necessary.

Intervention through SEN support will lead to the creation of an Individual Education Plan (IEP) for children with special educational needs. The IEP may include, as appropriate, specific targets, strategies and intervention programmes relating to English, such as Rapid Reading, Beat Dyslexia, Catch up Literacy, Reading Stars, stile tiles and phonics phrases.

In addition children are identified as ‘gifted and talented’. Teachers plan work that is at the correct level making sure that tasks are engaging children in deeper learning.

Monitoring and Evaluation

Medium Term planning is monitored by the English leader and SLT to ensure coverage. Observations, learning walks, work scrutiny occur regularly and pupil progress meetings are carried out termly.

Groups and individuals are identified from the O-track data and additional support is put in place using provision mapping. Pupil premium children are identified and provision put in place where needed and parents informed.

Teachers monitor and evaluate their medium and short term plans to ensure that the targets are covered and to inform future planning.

The link governors for the school development plan priorities meet with the English leader regularly to discuss changes and progression.

The SLT review SAT’s results to check progression through the school and identify areas for development.

Targets are set and reviewed with children and shared with parents, staff and children. Individual Records are kept on O track to check the individual child’s progression through the school.

The English Leader will:

  Provide a strategic lead and direction for English in the school;

  Provide support and advice to staff in the delivery of the English programme of study;

  Remain informed about current developments in the subject by attending INSET sessions and being involved in independent research and reading;

  Disseminate relevant information to staff;

  Deliver INSET sessions to staff, to support staff development;

  Monitor and evaluate teaching and learning of English;

  Monitor standards in the subject, through planning and work scrutiny, statistics, quality of teaching and pupil assessments;

  Order and maintain resources to enhance effectiveness of English teaching within the school;

  Consider with staff and work with SLT members in the evaluation and planning of actions included within the School Development Plan and report this to governors.

Supporting Policies

Handwriting Policy

Homework Policy

Equal Opportunities Policy

Home/school Agreement

SEN policy

Marking Policy

Computing Policy

Assessment, Recording and Reporting Policy

Reporting Policy

Early Years/Foundation stage

Phonics

Reviewed by: Alison Richardson / Review date November 2016
Approved by Governors: Jan 2017 / Next review date: Jan 2020
Or before if deemed necessary

The Elements of Literacy

Writing at Belton All Saints Primary School

Aims

Transcription:

·  To present neatly;

·  To spell correctly;

·  To punctuate accurately;

Composition:

·  To write with purpose;

·  To use imaginative description;

·  To organise writing appropriately;

Analysis and Presentation:

·  To analyse and improve writing;

·  To present writing appropriately;

Objectives

Children should learn to:

•  write in different contexts and for different purposes and audiences

•  be increasingly aware of the conventions of writing, including grammar, punctuation and spelling

•  plan, draft and edit their writing to suit the purpose

•  use ICT as a literacy medium for presenting work and manipulating text

•  form letters correctly, leading to a fluent, joined and legible handwriting style, giving increasing regard to presentation

•  share and celebrate their writing with others

Writing Opportunities

Pupils have access to a wide range of writing opportunities that include:

•  shared writing

•  guided writing

•  cold and hot write

•  independent writing

•  writing different text types and narrative styles

•  writing in different curriculum areas

•  handwriting practice

•  collaborative writing

•  writing related to own experiences and enjoyment

•  writing from a variety of stimuli

•  planning, drafting, editing and presenting

•  using ICT for writing and presenting

•  elements of ‘Talk For Writing’ are used e.g. magpie walls, boxing up

The Writing Process

Children are taught a number of steps in their writing which are practised regularly:

1.  Planning

2.  Drafting and writing

3.  Proof Reading and Editing

4.  Evaluating

5.  Reading Aloud and Sharing

Spelling at Belton All Saints Primary School.

Aims

•  To enable children to become confident spellers

•  To ensure a consistent approach to teaching spelling

•  To meet the requirements of the National Curriculum

Objectives

Children should learn to:

•  To use a range of approaches/ strategies to learn and spell

•  To develop an bank of frequently used words

•  To explore new vocabulary using spelling strategies already acquired

•  To use dictionaries and thesauruses work out and clarify the spelling and meaning of unknown words

•  Understand the importance of accuracy in spelling

Teaching of Spelling

Foundation and Year 1: see Phonics Policy

Year 2 to Year 6:

•  Stand-alone spelling lessons take place several times a week based on the ‘No Nonsense Spelling’ programme.

•  Guidance is provided on how to teach the knowledge, and skills pupils need to learn.

•  Children are given opportunities throughout the week to practice spelling using a range of taught spelling strategies in spelling journals

•  Pupils are taught how to use their phonic knowledge to develop spelling and make choices using grapheme-phoneme correspondence choices charts.

•  Spelling is taught, practised, applied and assessed.