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All Saints Church of England Aided Infants School

Learning with Love and Laughter

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All Saints Church of England Aided Infants School

Learning with Love and Laughter

Literacy

All Saints Infants - Literacy Policy

Our aims in accordance with the Christian ethos of our school are:
 
To ensure each child according to ability and prior attainment :-
1.    Is able to use language effectively and to the best of their ability.
2.    Is able to communicate clearly and to express ideas in a variety of ways.
3.    Can listen carefully in a variety of different contexts.
4.    Gains the reading skills necessary to become accurate, fluent, independent readers.
5.    Presents work neatly and to the best of their ability.
6.    Is able to use different methods of writing for a variety of purposes and audiences.
7.    Recognises and uses a variety of genres, select appropriate vocabulary and grammar.
 
Our approach
 
Literacy skills are taught in conjunction with National Literacy Strategy scheme of work and the Foundation Stage. A daily lesson will consist of shared reading or writing, word/sentence level work, guided/independent group tasks and a plenary. Phonics is taught daily and we use Letters and Sounds to support this.
 
These components are organised with a session according to the learning intentions, the tasks, and the teacher’s professional judgement.  
 
  1. Foundation Stage children are admitted to the school in the autumn term, and enter a mixed Reception Year 1 class. They use the NLS with consideration of Early Learning Goals within the Foundation Stage Curriculum.
  2. The school reserves the right (as the National Literacy Strategy is not mandatory) to change the format of the NLS if appropriate, and to give time for the development of extended and creative writing at the teachers discretion. We also maintain our good practise of individual reading, with more emphasis on the individual rather than the guided reading. Children are encouraged to present work to the best of their ability at all times, Children are encouraged to develop confidence and clarity in speaking and listening through such activities as drama and personal presentations (sharing news, reporting back).
  3. Children’s work is recorded as and, if appropriate, using a variety of methods. Stored within a specific exercise book for Literacy or individual files.
  4. At home parents are expected to work with their children on a variety of literacy activities:-

 

 a) Reading – books go home at least three times a week, we use a variety of reading schemes including Oxford Reading Tree.
 b) Other literacy work after discussion with the parent’s e.g.
      Special Needs follow up work following absenteeism.
 c) Spelling practise activities.
 
6.    Monitoring
 
      Literacy is monitored through:-
 
1.    Headteacher/Subject Co-ordinator.
 
            a) Working with both classes F/Yr1 and Yr2.
            b) Awareness of work in both classes.
            c) Review of policies and practise.
            d) Salford Reading Test – Yr2 –twice yearly – Autumn and Spring.
            e) Constant (informal and formal) discussions with all staff about:
  
                    i. Individual children’s work.
                    ii. Class work
                    iii. Group work
 
            f) Discussions with Governors about observations/changes etc.
 
2.    Lesson observations.
3.    Comparisons – local and National SATs results.
4.    Moderation of work with other settings
5.    Children ‘s attainment in Reading and Writing is tracked termly
 
7.   Assessment
 

a) Foundation Stage Profile.
b) Teacher Assessment.
c) Pieces of assessed Literacy work (as per monitoring plan) are kept in a child’s individual Assessment Folder, to be forwarded on to their school at Yr3.
d) Individual targets are set incorporating all aspects of literacy and are frequently reviewed following teacher assessment.

   
8.   Records
 
    a) Teacher’s assessment records (ongoing).
    b) Reading records (individual).
    c) Spelling records (group/individual).
    d) School reports (annual).
    e) Assessment folders.
    f) FSP and KS1 SATs.
 
9.   Special Needs

Children who are identified as having special needs are given appropriate support according to individual needs.
 
 Inclusion

We aim to offer all children’s broad and balanced curriculum in order for them to meet their full individual potentials. 
 
10. Differentiation will be shown through:-
 
      a) Targets.
      b) Objectives.
      c) Differentiated work.
      d) Expectations (teacher).
      e) Questioning
      f) Planning.
    
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