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.
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.
- Updated December 2017-