Literacy Policy

Devonshire Primary Academy Literacy Policy

Implementation Date: July 2013 Adopted by Governors/HT: HT Review period: 1 year Last review date: July 2013 Person responsible for policy: Mrs L Jackson, Miss D Elliott and Ms C Gillin

Devonshire Primary Academy – Literacy

Statement of Policy for Literacy Literacy cannot be seen solely as a separate subject or as separate lessons. It is both a subject in it’s own right as well as being cross-curricular.

Literacy will be taught throughout the school on a daily basis and will permeate all subjects by way of reading, speaking and listening, drama, spelling, creative writing, report writing and other key skills.

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Audience This document is intended for:-

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all teaching staff all staff with classroom responsibilities school governors inspection teams LEA adviser/inspector Class assistants and non teaching assistants

Aims The main aim of Literacy is to ensure that children become confident in all areas of literacy.

Reading Writing Speaking and listening Grammar Spelling / phonics

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Curriculum and School Organisation In order to achieve our aim, English is organised into both a single subject study and integrated with other subjects.

- In Literacy children will have the opportunity to learn to change the way they speak and write to suit different situations, purposes and audiences.

- Children will read a range of texts and respond to them.

- Children will explore the use of language in literary and non-literary texts and learn how language works.

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Devonshire Primary Academy – Literacy - Children will learn by:a)

Speaking and Listening  Speaking  Listening  Group discussion and interaction  Drama  Standard English  Language variation

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Reading  Decoding of words  Comprehension

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Writing  Transcription  Spelling  Handwriting  Composition  Grammar and Punctuation

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ICT  ICT techniques and equipment will be used to enhance the learning.

Learning activities are sequenced to ensure progression and taught through:-

direct teaching teacher prepared materials practical tasks for pupils educational visits use of audio visual aids

Subject planning is done on a weekly basis by year group teams and individualised by each class teacher. Class teachers are responsible for delivering the weekly plan to their class, applying careful attention to the needs of their children and adapting the plans where necessary to cater for all abilities.

All teachers evaluate lessons on a daily basis to inform their planning for the next day.

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Devonshire Primary Academy – Literacy 4.

Planning Planning is used to:-

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set clear, achievable goals ensure work is matched to pupils’ abilities ensure progression, continuity and subject coverage throughout the school provide criteria for evaluation of teaching and learning integrate basic skills into lessons

Assessment Assessment is used to:- plan future teaching and learning - provide information for parents - Track pupil progress Assessment techniques used include:-

teacher observation of pupils pupils written work tracking grids pupils analysis of their achievements pupil performance in SATs video/voice recorder evidence of composition.

Photographic evidence

Teacher assessments are carried out throughout key stages. The marking of pupils’ work provides written and oral feedback. It should aim to be positive and constructive in line with the school marking policy and identify next steps for progression. Pupil assessment is the responsibility of:- class teacher - assessment co-ordinator 6.

Record Keeping Records of pupil’s levels are kept to:- plan pupils’ future learning - report progress to parents - identify next steps

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Devonshire Primary Academy – Literacy The records are intended for use by:- teachers in school - parents - teaching staff of transfer school Records are completed and updated by the class teacher.

Pupils’ records are kept on a database in the form of tracking grids.

Records are transferred to the next teacher in July by the class teachers.

Examples of children's work are kept by each teacher and move through school to show progression.

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Reporting Reporting to parents is intended to give a clear and helpful picture of pupils’ progress. Parents of all pupils will receive a written ‘mid-year’ report in February.

An end of year report is sent out each year in July which is completed by the class teacher and signed by the Headteacher. These reports comply with statutory requirements and provide parents with information regarding academic achievement in each subject, progress in school and other skills and abilities.

Parents are invited to attend Parents’ evenings twice yearly to discuss their child’s progress and formally or informally at any mutually convenient time by arrangement with the teacher concerned.

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Co-ordinator Role The role of the teacher co-ordinator is described in the relevant job description.

In planning, the co-ordinator should:-

- prepare and develop the Literacy Policy - prepare a subject action plan in accordance with the School Development Policy/RAP. The co-ordinator will assist staff by:- leading staff meetings as necessary - planning/leading INSET activities as required - in class teaching support 5

Devonshire Primary Academy – Literacy -

specifying and ordering resources co-ordinating staff requests for resources monitoring and maintaining condition and availability of resources introducing new Literacy initiatives

The co-ordinators responsibility for monitoring and evaluating includes:-

analysing pupils’ access to the subject classroom observation reviewing assessment and SAT results and practices regular review of pupils’ work and standards carrying out specific evaluation.

The co-ordinators’ professional development will include:- personal reading; - access to external INSET/Advisory teachers.

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Resources and Accommodation - The majority of resources are based in year groups or on the shared file/computer programs software.

- The school reading scheme is in a central location.

- It is the responsibility of the co-ordinator to review the use of resources and accommodation.

10. Inset Provision Needs are identified through:- curriculum review/evaluation - school development planning Needs are recorded and prioritised by:- Co-ordinator - Senior Leadership Team The effectiveness of INSET on the teaching and learning will be reviewed by:- the co-ordinator 6

Devonshire Primary Academy – Literacy 11. Equal Opportunities It is the responsibility of all teachers to ensure that all pupils, irrespective of gender, ability, ethnicity and social circumstance, have access to the curriculum and make the greatest progress possible. Please refer to the school Equal Opportunities Policy.

12. Special Educational Needs All pupils will have access to a broad, balanced curriculum which includes Literacy. The provision for pupils with SEN in Literacy is the responsibility of the class teacher in consultation with the SEN Co-ordinator where appropriate.

Please refer to the school SEN Policy.

13. Cross-phase / School Transfer Teachers will have opportunities to liaise with:- previous/next class teacher; - colleagues from transfer schools.

Meetings will be as required.

The purpose of meetings will be to facilitate curriculum development and continuity.

14. Evaluation Evaluation is carried out to enhance teaching and learning and is the responsibility of:- class teachers - co-ordinator - Senior Leadership Team Evaluation will focus on:- content 7

Devonshire Primary Academy – Literacy - pupil progress - standards achieved - organisation and teaching methods 15. Display Where opportunities present themselves, pupils’ written work will be displayed in classrooms and throughout the school to enable the children to take a pride in their own and others’ work. Each classroom should have a literacy working wall.

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