At Lea Forest Primary Academy we aim to develop in all the children:
· High Aspirations - create high quality work, with the knowledge that literacy can open a world of opportunities for all children
· Independence - To use literacy skills to further their own education, through the ability to communicate and respond effectively
· Resilience - through showing persistence and stamina
· Innovative - opportunities to create, problem solve, invent and enjoy
· Respectful - To respect their own and others right to develop high level literacy skills through positive attitudes.
- To provide a language rich environment that promotes a culture of reading and writing;
- To develop in children an interest in and a love of books and literature that will not only support their learning across the curriculum but also enrich their lives;
- To value and use books as a basis for learning, pleasure, talk and play;
- To teach children the craft of writing in order to develop in children the confidence and skills to write well for a range of purposes and audience;
- Teach the basics - spelling handwriting and punctuation - to liberate creativity;
- To foster in children the confidence, desire and ability to express their views and opinions both orally and in writing;
- To value and celebrate diversity in culture and language.
Power of reading
Each year group, from Y1-6, plan units of work using the National Curriculum statutory guidance. These units cover the phases of the ‘Writing Sequence’. All the units will be based on a carefully chosen high quality book with supporting texts for each topic. Each Literacy Plan (lasting between 2-4 weeks) will cover outcomes for Speaking and Listening, Reading and Writing. Each plan will have a writing outcome with a particular purpose and audience in mind.
Over the year each Year group will cover a balance of Narrative, Non-Fiction and Poetry text types. A clear set of end of year expectations are followed by each year group and incorporated into planning and assessment. In each year group Literacy is taught by the class teacher. Lessons are structured following the primary framework guidelines ensuring independent learning along with a group guided session by the teacher and a teaching assistant. The independent learning sessions are differentiated to meet the needs of the children. Literacy is taught daily for approximately 1 hour and through other curriculum areas.
Speaking and Listening-Talk for Writing If children can’t speak a sentence, they can’t write a sentence. Speaking and Listening forms a key element of the Teaching Sequence for Writing and is incorporated throughout the teaching phases.
At Lea Forest, reading is given a central role in the curriculum and is given the highest priority. Reading is taught in all of our classes with help from ‘Resilient Reader,’ from the very beginning of learning how to read, to the higher level skills of inference and deduction. We supplement our reading with a whole variety of books, some chosen by the teacher to support a child, and some as a free choice for children. The children are taught to read through a structured and systematic programme that develops skills upon entry to Nursery through to Key Stage 2.
Initially, children read individually so that their early skills can be closely monitored. As these skills develop, reading is taught whole class focusing on teaching specific skills.
Whole class reading sessions continue throughout the school to ensure pupils become fluent and competent readers. We aim to ensure pupils develop a critical appreciation of the work of authors and poets and also develop their research skills across the curriculum. Pupils have access to a wide range of carefully structured texts, adverts, short video clips and photographs.
We have invested heavily in developing our reading materials as we want our children to develop a genuine love of reading. Pupils in KS2 also make use of our IPads and the reading app ‘Accelerated Reader’ to help engage and foster a love of reading at an early age.
We are lucky enough to have a wonderful library that is staffed by a qualified librarian. All year groups have a timetabled library session each week. The library is also open after school every Tuesday and Thursday to parents and children. Each classroom has It’s own book corner with a variety of fiction and non-fiction books for children to choose from.
Children are expected to return their home reading book daily. The expectation is that children read at home at least 3 times a week, which allows both Teacher and Parent to comment in their Reading Record. There are daily rewards for children that have read.
We have a structured approach to teach children how to use phonic sounds in their reading and writing. This is introduced in nursery. We use ‘Phonic Bug’ to teach phonic skills and all children from the Foundation Stage to Key Stage 1 have a daily timetabled phonics session.
Children are tested at the end of year 1 to see how they have mastered the skill of using phonics, according to the national testing agenda.
Phonics and Spelling
Letters and Sounds
Letters and Sounds is a focused teaching strategy that teaches children how the alphabet works for reading and spelling. Letters and Sounds is taught through 6 phases.
Phase 1 supports the development of speaking and listening.
Phase 2-5 is a systematic approach to phonics teaching and word recognition skills
Phase 6- focuses on word- specific spellings and the rules for spelling alternatives.
Letters and Sounds are taught as a discrete 20 minute sessions. Each lesson follows the structure of review, teach, practise and apply.
Foundation Stage focus on the teaching of Phases 1-4
Year 1 - Phases 4-5
Year 2 - Phases 5-6
Nursery and Reception teach Letters and Sounds everyday.
KS1 teach Letters and Sounds at least 3 times per week.
In Y2/Y3, phase 6 of letters and Sounds focuses on the introduction of the spelling rules. At key Stage 2 those children not achieved the Phonics screening test will follow the Rapid Phonics intervention. Following on from this, spellings will be taught in KS2 through Support for Spelling, using the objectives for each year group. The focus for these sessions is to review, teach, practise and apply taught spelling patterns in a fun and creative way to apply these in their writing.
Children with Special Educational Needs and the More Able children
Literacy lessons, tasks and materials are differentiated by the class teacher to meet the needs of individual children. Children identified as having Special Educational Needs may need greater differentiation of materials and tasks consistent with that child’s I.E.P. (Individual Education Plan).
More able children will be challenged and motivated by greater differentiation of materials and tasks. The class teacher will also aim to identify those children who may be gifted in English and provide them with appropriate learning opportunities.
All children will be given opportunities to participate on equal terms in all Literacy activities and due consideration will be given to the principles of Inclusion.
Assessment, Records and Reports
Progress in Literacy will be monitored through ongoing teacher assessments, 'hot' and 'cold' writing tasks and guided reading records and journals for reading.
Foundation Stage -children are assessed against the Early Learning Goals for Communication, language and literacy that forms part of the Foundation Stage Profile.
Progress in phonics is assessed on an ongoing basis.
At the end of Year 2 and Year 6, SATs tests are used as basis for assessing formally. Teacher assessment are used to assess children’s levels half termly for Years 3-5. Children’s levels are entered onto the Tracker (a whole school child tracker that is used to monitor children’s progress term by term across the school from Reception to Year 6) whereby children’s progress can be shared and monitored. Data can be analysed for various groups FSM (free school meals) children, Gender, Gifted and Talented, Special Needs and Ethnicity to ensure the progress is continually monitored and reported to the SLT.
Parent meetings are held three times a year to inform parents of their child’s progress. Next steps for reading, writing, speaking and listening are indicated on children’s end of year reports. Regular review and discussions are held with children to discuss their targets to enable them to move to the next stage in their reading and writing.
Parents are actively encouraged to participate in their child’s education by supporting them in a positive way – both generally and specifically. Reading with them at home regularly, supporting them with home learning tasks and completion of their reading journal. Children will be provided with book bags with high quality books and high quality records that are modelled for parents/carers.
- Updated December 2017-