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EdenfieldC E Primary

School

English Policy

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Member of staff responsible: Charlotte Garner

Date policy reviewed: June 2018Date approved by the full Governing body: June 2018

Date to be reviewed: June 2020

ENGLISH AND LITERACY POLICY

MISSION STATEMENTWe aim to provide a stimulating and happy environment in which children are able to learn and grow as individuals and are given every opportunity to develop their full potential through a wide variety of learning experiences.We are committed to fostering Christian values and beliefs which maintain an ethos of friendship, cooperation and shared endeavour. We will always encourage children to demonstrate care and respect for themselves and others, and to feel a sense of belonging to the School, Church and Village communities.AIMSWe aim to develop pupils’ abilities within an integrated programme of Speaking and Listening, Reading, and 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.At Edenfield C E Primary school we strive for children to be a ‘Primary Literate Pupil’We aim for a child to be able to: read and write with confidence, fluency and understanding, orchestrating a

range of independent strategies to self-monitor and correct have an interest in books and read for enjoyment have an interest in words and their meanings; developing a growing

vocabulary in spoken and written forms understand a range of text types and genres – be able to write in a variety of

styles and forms appropriate to the situation develop the powers of imagination, inventiveness and critical awareness have a suitable technical vocabulary to articulate their responses

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In addition we encourage children to build a secure knowledge of: how language is used to express, explore and share information, ideas,

thoughts and feelings the power of language and communication to engage people and

influence their ideas and actions how creativity and imagination are essential to making new meanings and

exploring and experimenting with language and effects how language and literature and media enable different ways of thinking

and give access to ideas and experiences from different cultures and times

STATUTORY REQUIREMENTS Statutory requirements for the teaching and learning of English are laid out in the National Curriculum In England (2014) and in the Communication and Language, and Literacy sections of the Statutory Framework for the Early Years Foundation Stage (2017). The curriculum states: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:

read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and

information acquire a wide vocabulary, an understanding of grammar and knowledge

of linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style

in and for a range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and

explain clearly their understanding and ideas are competent in the arts of speaking and listening, making formal

presentations, demonstrating to others and participating in debate.

In the Foundation Stage (Nursery and Reception) children should be 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

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THE GOVERNORING BODY

The nominated English Governor visits the school at least termly to engage in monitoring activities and presents regular full reports to the Governing Body. The headteacher presents whole data to the Standards and Effectiveness committee on a termly basis; data is analysed, areas for development are identified and action taken as appropriate. This policy will be reviewed every three years or in the light of changes to statutory requirements.

SUBJECT ORGANISATIONThe English Curriculum is delivered using the National Curriculum in England alongside supporting planning and assessment materials produced by the Lancashire Learning Excellence Team. The Development Matters document is followed, to plan Literacy in the EYFS, and to ensure continuity and progression from the Foundation Stage through to the National Curriculum. Pupil provision is related to attainment, not age; we strive to ensure every pupil achieves their full potential.In order to make progress children need to:

listen, read and review in order to understand and respond discuss , debate and draft in order to develop and explore ideas, themes

and viewpoints speak, write and broadcast in order to review, refine and comment interact and collaborate in order to share understanding of what is said,

read and communicated

It is a national expectation that most pupils will achieve the expected standard in reading, writing, and grammar, spelling and punctuation at the end of key stage 1 and 2. The school also expects a proportion of pupils to achieve the greater depth or higher standard; pupil provision is attainment led and we strive to help pupils exceed age related expectations as appropriate.

LEARNING OBJECTIVES Each lesson must have a stated learning objective(s) achievable within the

lesson. The children should be told how this objective fits into the unit learning outcome.

The success criteria for the learning objective should be shared/generated with the children and include the use of marking ladders during the final written outcomes.

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PLANNING Medium Term Planning is sourced from the National Curriulum and the

Lancashire planning documentation which has been written in line with the national curriculum programmes of study, and statutory and non statutory requirements.

Planning reflects a clear teaching sequence from reading to analysis to gathering content to writing.

The skills being taught and applied in each lesson are stated. Success criteria and how these impact on learning are made explicit within

the planning and shared with pupils Differentiation is matched to the children’s levels and next steps learning.

It includes support for children with SEN, and suitable challenge for the more able.

Planning is annotated and modified in line with AFL.

APPROACHES TO READINGEarly Reading and Phonics

A structured and systematic synthetic phonics programme is taught every day in the EYFS, Key Stage 1, and for those who need to continue in Key Stage 2, using Letters and Sounds and supplementary support resources

Children are taught grapheme – phoneme correspondence to synthesise (blend) phonemes, in order, through a word in order to decode and read it. They are taught to segment words into their constituent phonemes for spelling, and that blending and segmenting are reversible processes.

Children are taught to read and write ‘tricky words’ and high frequency words.

Teachers use a multi-sensory approach to engage all the children and include their preferred learning styles.

Each session is planned and delivered to include review, teach, practise and apply.

Planning shows clearly what the children should have learnt by the end of each session.

Children are taught in groups according to their phonic ability and attainment.

Phonic sessions are fast paced, varied and engaging. Sessions include formative assessment.

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Guided reading sessions are used to practise phonic decoding skills. Shared and guided reading sessions are used to practise segmenting

skills. Children are individually assessed at the completion of each phase and at

the end of each term to ensure that children are making appropriate progress and are being taught in the correct phonic group matched to their ability.

Parents of Foundation Stage pupils have information provided to explain the school’s approach to the teaching of phonics and reading, and a phonic information pack is distributed.

Foundation Stage children are given activities to complete with parents and carers.

Key Stage 1 pupils have homework tasks on a weekly basis, directly related to the letters and sounds being taught.

Reading Children should be read to at least 3 times each week. Children will listen to stories in the Foundation Stage and Key Stage 1, and

stories and novels in Key Stage 2. Shared Reading is used to demonstrate decoding skills and text analysis,

and to teach age related comprehension skills. A substantial amount of time should be spent in immersion in texts; for

interpretation, response and enjoyment. Guided reading takes place in every class on a daily basis and pupils are

grouped according to reading levels. Reading journals are used to record responses to reading as appropriate. In KS2, comprehension is the main focus and includes:

- Literal comprehension- Reorganisation- Making inference- Language for effect- Themes and conventions- Evaluation- Appreciation

Alongside these journals, a wide range of texts are used including: narrative (contemporary and classic); poetry (contemporary and classic); non- fiction; and print such as newspaper articles,

From Year 2, guided comprehension should be delivered by the Class Teacher every week.

Children should be taught to respond orally using teacher modelling, and in writing.

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KLIPS and LAPS (produced by the Lancashire Learning Excellence Team in line with the statutory requirements of the National Curriculum) inform teaching, monitoring and assessment.

These documents are annotated to show each group’s progress and next steps for learning.

Opportunities are provided to allow the children to enjoy personal reading. In Key Stage 1, reading books are changed a minimum of three times

weekly. In Key Stage 2 children are given the opportunity to change their own reading books; this process is carefully monitored by the Class Teacher. All KS2 pupils, read a combination of graded reading books and high quality real books (from the basket of Brillliant Books, sourced using recommended titles for the age group)

Parents are encouraged to comment on their child’s reading at home in their reading diary.

Weekly opportunities are given for children to use the school library and take books home.

APPROACHES TO SPEAKING AND LISTENINGThe 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 pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life.Speaking and Listening

There is a clear balance between teacher and child talk. There must be planned opportunities for speaking and listening in all

lessons. Speaking and listening skills should be taught as explicitly as other skills. There are high expectations of the quality and standards of talk taking

place within lessons. There are opportunities for talk partners to respond to focused questions,

with specific guidance provided on what has to be discussed and what the outcomes of the discussion should be.

Drama techniques should be specified in most unit plans. Drama should be used effectively to respond to and explore texts, and

other content, for writing.

APPROACHES TO WRITING Writing

Writing must be valued with high expectations for content, structure and presentation.

Age-related writing skills must be demonstrated and modelled by the teacher.

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There must be an expectation that the skills demonstrated by the teacher are applied by the children to their writing.

Writing outcomes should be creative and reflect purpose and audience. High expectations and standards in writing must be maintained across the

curriculum. Cross curricular links for reading and writing should be made wherever

appropriate. Incidental writing opportunities should be planned throughout the unit of

work in addition to the unit outcome. These can arise from reading as well as writing sessions.

Guided writing should be planned according to the ability of selected groups according to the desired next steps/areas of development.

Guided writing should happen weekly for each group (and therefore in most English sessions).

Each guided writing session must have a specific objective and learning outcome.

Within each unit, pupils must have the opportunity to produce a piece of extended writing to apply the skills and genre taught, and achieve the unit outcome.

In Key Stage 1 pupils participate in an extended write at least twice each half term. This is an unaided, timed piece of writing and gives pupils the opportunity to consolidate skills within a genre recently taught. In Key Stage 2, pupils participate in an unaided extended write fortnightly. During unaided writes, pupils have access to working walls, a dictionary, a thesaurus and suitable table prompts, however the content is not scaffolded by the teacher. This writing is assessed using KLIPS. All pupils complete an extended piece of writing on a weekly basis to promote stamina for writing.

KLIPS are used on an ongoing basis to assess a range of writing evidence.Phonics and Spelling

A structured and systematic phonics programme is taught daily in the EYFS, Key Stage 1 and to those who need it in Key Stage 2.

A structured spelling framework, using the No Nonsense Spelling programme alongside the National Curriculum unit of study and objectives, must be planned and delivered outside of each English Unit in Year 2 and Key Stage 2.

Spelling is taught daily through the investigation of rules and strategies, before lists are sent home to practise and apply. Each spelling unit is planned and delivered to include review, teach, practise and apply. Spelling is also taught within the English Unit in line with the genre / topic being studied.

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Grammar and Punctuation Explicit skills teaching of grammar and punctuation takes place within the

context of real writing and the genre being taught. A structured programme is taught using short focused sessions on a daily

basis to small groups according to ability. Within each unit a discrete grammar and punctuation lesson is delivered

to develop the skills required to write successfully using that specific genre. (For example, the imperative voice will be taught when studying instructions.)

Teachers use a multi-sensory and fast paced approach to engage all children and include their preferred learning styles.

Pupils are given the opportunity to practise and apply the skills taught, in the context of real writing and the genre being studied.

Planning indicates clearly what the children should have learnt in each lesson.

Planning is progressive and based on the skills and objectives listed in the National Curriculum. Children are taught according to ability and attainment.

Handwriting All demonstration writing, display and written feedback should reflect the

school’s agreed style. The school teaches a cursive style from Year EYFS (using The

Handwriting Rescue Scheme) as a model). When a child’s handwriting is uniform in size and orientation, and is

cursive, a pen is introduced for certain writing activities.Feedback and marking

Marking should respond to the learning objective. Where the learning objective is met, this is acknowledged. Next steps are indicated as appropriate. Thorough and focused marking should be done at least once a week. Time must be provided for children to respond to marking. Frequent, independent application of skills should be identified and used

to inform assessment.Working Walls

All classes must have a working wall – a display which reflects the writing process from analysis to outcome.

The working wall should show work in progress and support the children in their learning and independent work.

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CROSS CURRICULAR LITERACY OPPORTUNITIESEnglish contributes to the teaching of all National Curriculum subjects, actively promoting the skills of reading, writing speaking and listening. Some of the texts studied by the children within the English lesson develop knowledge, understanding, concepts, skills or attitudes within other core and foundation subjects. Teachers seek to take advantage of all opportunities to make cross curricular links and allow pupils to practise and apply the skills, knowledge and understanding acquired through English lessons to other areas of the curriculum. Literacy standards (presentation and content) must remain in line with the ability and attainment of the children.

THE USE OF ICTOpportunities to use ICT to support teaching and learning in English will be planned for and used as appropriate.ASSESSMENT AND TARGET SETTINGWork will be assessed in line with the Assessment Policy and Marking and Feedback Policy

Daily lesson evaluations may include comments about group and individual progress.

Guided reading and writing targets are generated and evaluated using the Lancashire English KLIPS document in line with the National Curriculum. Attainment towards these targets is assessed by the Class Teacher. As the children progress through school (from Year 2 onwards) they are encouraged to evaluate their own work and targets.

Phonic and high frequency word checklists are used regularly throughout the Foundation Stage and Key stage 1, and in Key stage 2 as required.

Baseline assessments take place at the beginning of the Reception Year using Development Matters; these are followed by mid-year and end of year assessments using the Early Years Foundation Stage profile and EYFS Statutory Framework

End of year assessments are used at Years 3, 4, and 5 to inform the teacher judgement. English and GPS are assessed using Testbase tests.

Statutory Assessment Tests are carried out at the end of Key Stage 1 and used to inform teacher judgements. Judgements are moderated in school, school to school and externally as selected.

Statutory Assessment Tests at the end of key Stage 2 are administered in line with government policy.

When required, the teacher communicates any cause for concern to the SEND Leader who will organise any appropriate support and/or diagnostic assessment.

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KLIPS are used to record the ongoing assessment of reading and writing, and to set new targets of attainment as required.

These targets and progress towards achieving them are shared with parents on a termly basis.

INTERVENTION PROGRAMMES The Foundation Stage Teacher and the Year 1 Teacher identify pupils in

the Autumn Term to participate in TIME TO TALK. This is evaluated on a weekly basis, and at the end of each unit.

The Year 1 Teacher screens the children in the Autumn Term and identifies the pupils to be included in personalised intervention programmes. These include Fast Track Phonics and personalised reading and writing interventions. This is planned and overseen by the Class Teacher and delivered by the teacher or the TA.

Fast Track Phonics and Letters and Sounds are used from Year 2 upwards to provide additional support for those children who are in danger of falling behind age-related expectations in reading. This is in addition to the daily phonics session in Key Stage 1.

In Key Stage 2, where children require support in reading and writing, their next steps for learning are used to devise individualised programmes of support to meet their specific needs. These are planned and overseen by the class teacher and delivered by the class teacher, headteacher (English specialist), TA, or in some cases by a teacher employed by the school specifically to deliver interventions.

Pupil progress meetings identify: children who are making good progress; more able children; and those children who are falling behind age-related expectations. Appropriate interventions are put in place, including specialised provision via a teacher employed by the school to target specific groups.

Appropriate interventions are put in place for those pupils identified as requiring support with speaking and listening.

MORE ABLEAppropriate provision for all groups ensures pupils achieve high standards in English according to their individual abilities. Pupils or groups of pupils are identified as 'more able'. More able refers to pupils who demonstrate, or have, the potential to work at a level above their peers in this school. Pupils are identified as 'gifted' in English if they demonstrate exceptional ability in the subject, and represent the 0.5% of the national population identified. Suitable learning challenges are provided for these pupils. To meet the needs of the more able pupils, a range of strategies are employed including:

Qualitative and quantitative data to identify more able pupils Tracking, monitoring and evaluating the progress of these pupils

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Target setting using additional and suitable challenge Differentiation to provide appropriate support and challenge in the

classroom, within an ethos of high expectations The inclusion of suitably challenging texts which celebrate the rich

heritage of reading material available to children and young people Academic and pastoral support for individuals where necessary to

overcome identified barriers to learning A range of additional opportunities to develop experiences of our more

able, including enrichment and extension opportunities and extra-curricular activities and clubs

Study Support groups outside the school day Supporting and training staff in the identification and provision for more

able pupils.EQUAL OPPORTUNITIESAll children are provided with equal access to the English curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background.ROLE OF SUBJECT LEADER:The Subject Leader should be responsible for improving the standards of teaching and learning in English through monitoring and evaluation processes which include:

Subject audits Monitoring planning Observing and monitoring teaching and learning Carrying out book scrutinies and providing feedback Purchasing and organising resources Contributions to the Whole School Improvement Plan Producing effective Action Planning and driving initiatives within rigorous

time scales Data analysis and using this information to inform the Action Plan and

teaching and learning thus raising standards in English Taking the lead in policy development Auditing and supporting colleagues in their CPD Leading staff meetings Providing advice Liaising with Literacy Consultants and other advisory services as

necessary Keeping up to date with all recent English and Literacy developments Pupil progress

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Provision of English (including Intervention and Support programmes) The quality of the Learning Environment The deployment and provision of support staff

PARENTAL INVOLVEMENT We value and celebrate the contributions parents and carers make to their children’s development and progress in English. As such, we promote clear and regular communication in the following ways:

Home school reading diaries to promote weekly communication Providing up to date copies of the children’s targets for improvement at

least termly and more often where a pupil is receiving additional intervention through an IEP

Sharing and involving parents in the development of IEPs Termly parents’ evenings Termly written reports which report on attainment and progress Parent workshops and the distribution of information booklets to promote

reading and writing skills Celebratory assemblies, Family Worship and church services Theme weeks Christmas and Summer productions Parent volunteers in school to listen to reading Parent volunteers to help organise the library

CONCLUSIONThis policy also needs to be in line with other school polices and therefore should be read in conjunction with the following school policies:Edenfield Reading ReportTeaching and Learning Policy Assessment and Record Keeping Responding to pupils’ work / Feedback / Marking policySpecial Educational Needs PolicyICT PolicyEqual Opportunities Policy

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Health and Safety Policy

APPENDICES

Appendix 1 ReadingWe follow the National Curriculum and Lancashire Unit Overviews.Our Reading Diet includes:

Shared Reading – where the teacher models effective reading strategies to the whole class. Text types are selected from the National Literacy Framework.

Guided Reading – where children are grouped according to their reading development. Focused teaching addresses the children’s targets, and objectives pertinent to the group. Objectives for the guided session are indicated on the short term planning sheet. A wide range of genres are studied using high quality texts.

Independent Reading – where the children have the opportunity to read for pleasure or pursue independent lines of inquiry. All classes have access to the school library and teachers are encouraged to provide a stimulating reading environment in their classrooms. This includes a ‘book area’ and a box of brilliant books (carefully selected recommended children’s books and age appropriate children’s classics)

Home Reading – we encourage parents to support the children with reading at home. Regular Parent Workshops and information packs outline the school’s approach to teaching reading and provide practical suggestions on how to help at home.

Reading Books – we use Pearson’s Bug Club and Phonic Bug, a levelled reading scheme, particularly in the early stages of reading. Children are also given a ‘real’ book, appropriate to their level of ability, to read at home twice weekly in Key Stage 1, and as required in Key Stage 2 (we recognise that the more challenging higher level novels and reading materials may take longer to complete).

Cross Curricular Reading – children are encouraged to read for information across the breadth of the curriculum.

Whole Class reading – children are read to at least 3 times each week and a class novel is carefully selected to promote a love of literature whilst promoting vocabulary development.

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Appendix 2WritingWe follow the National Curriculum and Lancashire Planning Documentation (produced in line with the statutory requirements of the National Curriculum).The Writing Diet includes:

Shared Writing – where the teacher models, scribes and supports composition for the whole class. The teacher uses the texts from the shared reading sessions as the model for writing. Effective use is made of ‘Developing Early Writing’ and ‘Grammar for Writing’.

Guided Writing – guided writing sessions are used to support groups of children working on specific objectives.

Independent/Personal Writing – this takes place in themed writing corners and role play areas.

Extended Writing – this takes place at the end of a unit. Scaffolding may be provided to support and extend writing skills.

Unaided Writes – these take place at least twice each half term from in Key Stage 1 and fortnightly in Key Stage 2. They are unaided, independent pieces of work which allow children to apply their skills and knowledge from a previously taught unit. These pieces of work are assessed using Lancashire KLIPS and used to set new targets for development alongside other evidence.

Cross Curricular Links – children are encouraged to write for a variety of purposes across the breadth of the curriculum.

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Appendix 3Spelling

A structured and systematic phonics programme is taught daily in the Foundation Stage, Key Stage 1 and for those who still need it in Key Stage 2.

At Key Stage 2 teachers use the Non Nonsense Spelling programme and the National Curriculum to deliver whole class sessions and group investigations.

Spellings are sent home weekly in Key Stage 1, and fortnightly in Key Stage 2 alongside related tasks and investigations. Each session is planned and delivered to include the review, teach, practise and apply model.

Spelling tests take place weekly in Key Stage 1 and fortnightly in Key Stage 2.

Appendix 4

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Handwriting

The style of cursive handwriting is taken from ‘Better Handwriting’. Children in the Foundation Stage are given a wide variety of opportunities

to develop hand eye coordination and letter orientation skills throughout the day. These activities may include: sand play, water play, tracing, play dough, glitter games and art work.

In Key Stage 1 and 2, children have weekly handwriting lessons and further short sessions are planned to practise skills in handwriting books using guidelines.

Cursive handwriting is introduced in the Foundation Stage to promote a whole school approach.

When a child has developed a consistent cursive style, opportunities are provided to use handwriting pens.

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