Intent– The Knowledge and Skills that our school wants its pupils to gain during their time with us.

Hunmanby Primary School believes that Literacy is a fundamental and integrated component of the primary curriculum. We also believe that a pupils’ ability to use and apply language competently and confidently in a range of situations is a vital tool for learning, fully accessing the curriculum and life beyond school.  We want Literacy to be exciting and inspiring, and for all the children to find it stimulating and at the same time purposeful. We believe children should;

 

  • Develop a love of language, reading and writing.
  • Be provided with the opportunity to read, write and develop oral and listening skills through drama and other structured activities, ensuring a strong application of skills across the whole curriculum.
  • Be given equal access and opportunity to develop Literacy skills to their full potential.
  • Be provided with a rich variety of texts and ‘real life’ experiences to enhance their learning in Literacy.
  • Have an audience and purpose in which to write
  • Develop the confidence to speak, listen, read and write with fluency, understanding and appropriateness in a range of different situations.

Implementation– The way that literacy is taught throughout the school. It is how we achieve our intent.

Teachers use the school’s online curriculum ‘Cornerstones Curriculum Maestro’ as a starting point to develop an exciting curriculum, by using meaningful learning hooks and the contexts of the broader curriculum as the vehicle for learning Literacy skills, together with a central role played by books, selected texts and information pieces. Teachers maximise all opportunities to give Literacy a real purpose. Teachers use the national curriculum and in EYFS the Early Years Framework to plan Literacy, and Curriculum Maestro then ensures that all objectives are met for each year group and that there is continuity and progression through the school.

Writing

Writing must begin with the drive to write, seeing the purpose of it and having something to say. The mechanical skills of writing begin with the experimentation of mark making, moving on to applying the skills of segmenting phonemes to spell words. Teachers provide stimulating opportunities, audiences and purposes for children to write. Different genres are investigated and explored prior to any writing. Stimuli can be taken from other curriculum areas including Art, History or Drama, and from a rich variety of texts which are used for children to explore, verbalise their ideas and become enthused prior to writing. Different types of text are read and produced including those on paper, on screen (computer) or film narrative.

During lessons with a literacy focus the children are taught how to improve the technical aspects of their writing i.e. vocabulary extension, grammar, punctuation and spelling. Teachers also model how to write different genres as examples for the children to follow. We follow a progression of skills so that teachers know which areas of SPaG need to be taught within their year groups based on the National Curriculum expectations.

At Hunmanby we like children to edit and improve their work. In Key Stage 1 editing will include looking at SPaG aspects as well as checking that their work makes sense. In Lower Key Stage 2 we look at SPaG but in longer pieces will focus on a few sentences or a small paragraph for the children to edit against success criteria. In Upper Key Stage 2 the children do all of the above but edit longer pieces of work as they go along. All children from Year 2 upwards use green pen to edit so this is clear to see in writing books. Year 1 use green editing pens from the Summer Term.

Speaking and Listening

Speaking and Listening is an extremely valuable tool which is used across all curriculum areas. The National Curriculum speaking and listening objectives are used in planning activities across the curriculum, through Curriculum Maestro. Children are encouraged to use Standard English when speaking with adults and in all formal situations. Situations are provided for children to experience different Speaking and Listening scenarios: one to one; group; whole class; role play; drama; performance poetry, reading aloud; giving and following commands/ instructions.

Phonics

See separate ‘Early Reading and Phonics Policy.’

Spelling

From Year 2, Spelling is taught every day for 20 minutes. We follow the Rising Stars spelling programme. Children work through different spelling rules linked to the National Curriculum PoS. They also have books that have spellings in them for the children to practise at home.

As a school we have an agreed spelling format that we follow in our marking and feedback. It consists of 4 steps and is designed to allow children to become independent spellers. The 4 step are:

  1. The spelling is identified for the child and written out at the bottom of their piece of work correctly. The child then has to copy the spelling 4 times next to it.
  2. The spelling is identified by sp written in the margin and the word underlined. The child then has to use a dictionary independently to correct it and write the correct spelling above or in the margin.
  3. The letters sp are written in the margin of the line the spelling mistake is on but the child has to work out which spelling on that line is spelt incorrectly and then correct it independently.
  4. The child finds and corrects their own spellings in a piece of writing independently.

A child can be at any step in any year group depending on their spelling ability.

Reading

We want all our children to love reading and once they have learnt to read, to use reading as a tool to learn as well as reading for enjoyment. At Hunmanby we believe in reading within the community too and have developed our Little Free Library as well as a reading shed for the community to use. Reading is initially taught by developing left to right eye movements, and learning the skill of blending phonemes for reading (see Little Wandle policy). Teachers provide a stimulating and print-rich environment and use play and more structured activities to teach and promote reading.  We want reading to have a high profile in school and regularly have reading events as well as author visits in school to promote the enjoyment of reading. We have also changed reading books into phonics phases rather than colour bands as we feel this is more appropriate for the children in line with the Little Wandle programme. In Spring 2022, the staff and children undertook a whole school project to develop the new school library. Significant resources were purchased resulting in a modern, inviting space for classes to spend time in. Each class have weekly library sessions to encourage and promote the love of reading.

Guided Reading

Children will read to an adult at least once a week from Reception to Y2 during Guided Reading sessions. Guided Reading sessions are used to teach the progressive skills of reading; moving towards the higher order skills such as using inference, understanding viewpoint and literary features and techniques. Guided reading takes place daily from the Spring Term in Reception linked to our Little Wandle Early reading and phonics programme. In Year 1 it involves children taking part in a guided reading session with a teacher. In Year 2 the children have a session with an adult focussing on higher order questions and inference skills, as well as taking part in other reading activities throughout the week.   In KS2 the focus is on whole class reading sessions. Children move from a grouped approach to whole class during Year 3, when appropriate. In Year 4, 5 and 6, Guided Reading is taught to the whole class three times per week and pupils may also participate in catch up interventions as well.

Inference for Reading

Hunmanby use the reading for inference programme as an intervention, but this reflects many of the skills taught during Guided Reading. There is a need for children to understand the deeper meaning of a text as well as thinking about questions they can ask about it. Teachers will model the approach of using a thought bubble to think about questions when reading a text out loud. Children will then use these in whole class story time and guided reading sessions.

Whole Class Story Time

At Hunmanby we value story time and think it is an extremely important activity. It is important that children hear adults read out loud and enjoy a variety of genres of books. The story is often linked to a particular topic or a story that fits in with the interests of the children; this is left to teacher’s discretion. Across school we make sure we timetable story time in and this happens at least 4 times a week.

Handwriting

At Hunmanby we have a whole school handwriting policy. We use the cursive script for handwriting. In EYFS/Y1 the children are taught how to form their letters correctly. By the end of Year 2 most of the children will be joining using the cursive handwriting script. In Year 3 children who are joining correctly have the opportunity of earning a pen license. They only earn this when their handwriting is neat and joined correctly most of the time. Handwriting intervention takes place in KS2 for those children that need it.

Planning

Teachers plan Literacy using Curriculum Maestro. We use the timetabling and planning tool in order to plan a sequence of lessons linked to the topic we are doing. Teacher’s plan individually for their own year group. EYFS also use Curriculum Maestro, however they adapt the planning to go with the interests of the children as stated in the Early Years Curriculum.

Reading books in school

The school’s reading scheme draws together various published schemes. These books are levelled and colour coded by reading age. Staff use their professional judgment when assessing pupils’ levels on the reading scheme and choosing new books. Assessments are made through guided and individual reading.

EYFS/Y1 and some Y2: These children follow the Little Wandle Reading Scheme. Books are matched to the phonics phase the children are learning. Therefore the book they are reading will have no sounds the children haven’t learnt. The children have 3×30 minute sessions per week with an adult. They then take the same book home and keep this for a week so they can reinforce the skills of fluency, prosody and comprehension.

Y2: Children always have one reading scheme book which is monitored and regularly changed. Teachers and TAs who listen to children read regularly assess their ability to read and understand the level of book they are on. All reading books should link with the phonic level of the child and be used to practice the sounds taught in phonics to develop children’s blending skills.

KS2: Children in KS2 change their own reading scheme books when they have finished it. They must have read it at home to an adult and their reading records must be signed before they can change their book.The children work their way through the reading scheme until they reach the end and then they move towards a more independent approach to choosing and reading a wide variety of text types, and these choices are made in conjunction with the class teacher.

ICT in Literacy

The use of ICT is built into the delivery of Literacy wherever possible through the IWB via Curriculum Maestro. Class sets of laptops and ipads are also available for classes to link ICT and literacy work. In Year 5 and 6 children have their own chromebooks that they can produce work on as well as doing research.

Presentation

Presentation is very important and this value is encouraged in the children. Their work conveys meaning / information, so the layout, organisation and neatness are vital for this to happen.

Reception: A variety of implements are used for mark making and emergent writing. Pencils should be used for first attempts at writing. Plain paper is used initially with the introduction of lines as appropriate.

Y1 – Y6: Pencils are used for written work, transferring to blue ink when there is a definite development towards fluent, correctly formed script. From year 2 work is headed and dated, however year 1 children will do this when they are ready. The full date is used for all literacy activities. Plain paper with line guides or lined paper can be used. Errors with ink are ruled through with a single line. Green pens are used from Y1-6 for all response tasks carried out. In the front of Literacy books there is a presentation pro-forma to remind children of the expectations of presentation. In KS2, children begin each writing lesson with the ‘line of expectation’ to remind and reinforce the need for well-presented work and to use useful topic related vocabulary.

SEND and Inclusion

Children with SEND are supported by an Inclusion Passport. The teachers and TA’s have a bank of resources which will support the children with SEND. Whenever possible there will be classroom support for children identified as having SEND. All children must be included in lessons and activities unless reasonable adjustments need to be made. Pupils not on the SEND register, but in need of ‘catch up’ sessions in reading, writing, SPaG or phonics are given access to these when and where appropriate. (Also refer to the school’s SEND and Inclusion Policies and the Gifted and Talented Policy).

Homework

The purpose of homework is to learn facts / spellings or to reinforce or develop skills, i.e. research skills, writing in a particular style, using apostrophes etc.

Children have a list of spellings in KS1 and KS2 to learn every week. Children take their reading books home every day and record any reading they do at home in their reading records, and adults who listen to them at home can write comments in the reading records too. Other Literacy type homework is given at the teachers’ discretion.

Impact– How the literacy curriculum we have set out for our school (implementation) has progressed and developed the pupils learning, and how we know it has done what we wanted.

Assessment

Work is formatively assessed lesson by lesson to inform future planning, teaching and learning and recorded using our Curriculum Maestro assessment tool. Work is marked and children are given feedback either written or verbal which then leads to correction and/or improvement. The correction or improvement is then completed by the child in green pen.

Writing is assessed every half term using internal assessment proformas, that indicate whether children are working TOWARDS, WITHIN EXPECTED or at GREATER DEPTH for their year group. In EYFS, Year 2 and Year 6, statutory assessment frameworks are used. These can all be found in the children’s literacy books (apart from EYFS). One piece of assessed writing is put into the child’s writing assessment portfolio every half term using a variety of genres across the year; this portfolio is passed up the school with the child.

Reading is assessed using a range of tools: individual reading books, guided reading, reading comprehension books and summative tests. Data is recorded via Curriculum Maestro. Phonic assessments are on going every half term to inform teaching and learning and ‘Keep Up’ groups. All pupils in the school are tracked using our pupil tracking system (Curriculum Maestro).

(Also see Assessment Policy).

Monitoring and Reviewing

The subject leaders will monitor the implementation of this policy through: discussions with staff; monitoring children’s work and pupil progress; book scrutinies; support teachers; lesson observations to identify strengths and share good practice; provide appropriate resources; disseminate any relevant research, inspection findings or other information from courses or network meetings; liaise with the literacy governor; review and alter the policy every year or as necessary.