TRINITY ST MARY’S LITERACY POLICY

At Trinity St Mary’s English has a high priority within the timetable. Teaching staff work hard to ensure all children develop excellent literacy skills as they are the key to children succeeding in so many other areas of the curriculum.
All children are taught English every day and experience a wide range of speaking and listening activities and opportunities for reading and writing to develop their communication skills.

Children write for real audiences and purpose to inspire their writing.
At Trinity St Mary’s the English curriculum ensures that children gain an understanding of high-quality fiction, non-fiction, poetry, and drama texts. Phonics is an important and enjoyable part of our English teaching. Time is set aside each day specifically to teach reading and all children read with their teacher at least weekly. All teachers regularly read aloud to their classes to encourage them to read for pleasure as well as information.

OUR AIMS

We aim to develop pupils’ abilities within an integrated programme of Speaking & Listening, Reading & Writing.

At Trinity St Mary’s CE Primary school we strive for each child to be a ‘Primary Literate Pupil and ‘Secondary Ready’ by the end of Year 6’. By the age of 11 we aim for a child to be able to:

  • Read and write with confidence, fluency and understanding, being able to use a range of independent strategies to self-monitor and correct.
  • Understand a range of text types and genres – be able to write in a variety of styles and form.
  • Be developing the powers of imagination, inventiveness and critical awareness.
  • Have an interest in books and read for pleasure.
  • Have an interest in words, their meanings; develop a growing vocabulary in spoken and written forms.
  • Be confident speakers of the language and be able to converse in a variety of situations to varied audiences.
  • Understand and be able to use the grammar rules of English.
  • Offer an exciting and accessible curriculum.
  • Develop the skills of each child to the highest level.
  • Produce confident children able to understand and use appropriately the varieties of language available to them.
  • Nurture confident children who leave the school with a passion for reading and Literacy itself.

Literacy at Trinity St Mary’s

The English Curriculum follows National Curriculum guidance (July 2015). Pupil provision is related to attainment, not age.

In the Early Years Foundation Stage (Nursery and Reception)

  • Language and literacy development are incorporated in all areas of learning.
  • Begin to read and write.
  • Develop confidence and skills in expressing themselves.
  • Opportunities to share and enjoy a wide range of rhymes, songs, poetry and books.
  • Start to develop their phonological awareness in a rich language environment.
  • Speak and listen in a wide range of situations.

At Key Stage One (Years 1 and 2), children

  • Learn to speak confidently in Standard English and listen to what others have to say.
  • Continue to develop their phonological awareness and spelling strategies.
  • They will begin to read and write independently for pleasure and information.
  • Be introduced to a range of classic children’s literature.
  • They will start to gain an understanding of English grammar and be exposed to a wide range of literature.

At Key Stage Two (Years 3-6), children

  • Learn to adapt the way they speak and write to suit different situations, purposes and audiences.
  • They should read a range of texts and be able to respond to the different layers of meaning in them.
  • Continue to be exposed to our rich and varied literary heritage
  • Their store of vocabulary will be widened as will their grammatical knowledge.
  • .

Differentiation is planned for and appropriate challenge and support put in place, dependant on the needs of the pupils.

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READING

In line with the new curriculum, reading has a high priority in our school.

We teach children to read by following synthetic phonics. Children are taught the individual sounds (phonemes) that blend together to make words as soon as they join our nursery. The phonics programme is continued throughout receptionand key stage one. We also run ‘catch up’ programmes when needed throughout the school

In Key Stage 1 and 2, all class teachers read with ability grouped children. As they progress through the school and their fluency develops, greater emphasis is placed on comprehension of text and a critical understanding of them.

WRITING

Writing is taught and learnt in meaningful and effective contexts in our school. Teachers use a variety of creative writing methods to enhance children’s learning. Children are encouraged to write as often as possible across a wide range of genres.

GRAMMAR AND SPELLING

Grammar and spelling are taught implicitly within the English lesson as aspects of grammar and punctuation are best seen in the context of real reading and writing activities. Children are encouraged to discuss grammatical choices in order to develop their writing.

Spellings are taught and tested weekly and used to enrich children’s vocabulary.

CROSS-CURRICULAR LITERACY OPPORTUNITIES

Teachers seek to take advantage of opportunities to make cross-curricular links. They plan for pupils to practise and apply the skills, knowledge and understanding acquired through literacy lessons to other areas of the curriculum.

THE USE OF ICT

Opportunities to use ICT to support teaching and learning in Literacy are planned for and used as appropriate. E-books and ITP’s are used as part of the narrative and poetry units.

ASSESSMENT AND TARGET SETTING

Work is assessed in line with the Assessment Policy.(refer to TSM Assessment Policy) In addition to this:

  • Individual target setting is carried out termly and all targets are discussed with children individually.
  • Writing across the school is monitored and assessed.
  • KS1/2 phase group moderate writing, reading and speaking and listening half termly.
  • Pupil progress meetings are held with Head Teacher and Assessment Lead.

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 recognise that some children have special needs. We have clear structures in place for the identification of such needs, which is in line with the Code of Practice. When concerns are raised, we work in close liaison with parents to develop clear programmes to meet the needs of the child. Where appropriate, we use the expertise of other professionals to support children.

Gifted and Talented children are identified and suitable learning challenges provided. (Refer to G&T Policy)

EQUAL OPPORTUNITIES

All children are provided with equal access to the English curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background. (Refer to Equal Opportunities policy!)

ROLE OF SUBJECT LEADER:

The Subject Leader is responsible for improving the standards of teaching and learning in English through:

Monitoring and evaluating English:-

  • Pupil progress and attainment
  • Provision of English (including Intervention and Support programmes)
  • Taking the lead in policy development
  • Purchasing and organising resources
  • Keeping up to date with English developments
  • Modelling lessons and support planning

PARENTAL INVOLVEMENT

Parents are encouraged to support their child’s learning in many ways.

  • Throughout the school parents’ evenings/ open evenings are held to discuss individual progress and targets for the future
  • Reading records are used throughout the school to aid communication between home and school.
  • English targets are available so parents are able to support their child’s learning.
  • Parents are encouraged to become involved in any English learning events within school e.g. World Book Day
  • Volunteer readers are welcomed

THE GOVERNING BODY

Termly reports are made to the governors on the progress of English.

This policy will be reviewed every two years or in the light