English and Literacy Policy

Mission Statement

As a Christian school our aim is to value each pupil as an individual and to ensure that he or she develops his or her own personal talents, skills and potential to the fullest possible potential.


We aim to develop pupils’ abilities within an integrated programme of Speaking & Listening, Reading & Writing. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught literacy skills.

At St George’s we strive for children to be a ‘Primary Literate Pupil’.

By the age of 11 we aim for a child to be able to:

  • read and write with confidence, fluency and understanding, orchestrating a range of independent strategies to self-monitor and correct.
  • have an interest in books and read for enjoyment
  • have an interest in words, their meanings; developing a growing vocabulary in spoken and written forms.
  • understand a range of text types and genres – be able to write in a variety of styles and forms appropriate to the situation.
  • be developing the powers of imagination, inventiveness and critical awareness.
  • have a suitable technical vocabulary to articulate their responses.

Literacy makes the major contribution to the development of a child’s language, which, in turn, contributes to the child’s understanding of his or her world, the world of others and the world of imagination. Since Literacy is integral to the learning process throughout the curriculum, it follows that whenever anything is being taught or learned there is potential for developing a child’s language.

Statutory Requirements

In the Foundation Stage (Reception: Oak Class) children should be given opportunities to: speak and listen and represent ideas in their activities, use communication, language and literacy in every part of the curriculum and become immersed in an environment rich in print and possibilities for communication.

At Key Stage One (Years 1 and 2: Beech & Maple Classes): children should learn to speak confidently and listen to what others have to say. They should begin to read and write independently and with enthusiasm. They should use language to explore their own experiences and imaginary worlds.

At Key Stage Two (Years 3-6: Cedar, Willow & Sycamore Classes): children should learn to change the way they speak and write to suit different situations, purposes and audiences. They should read a range of texts and respond to different layers of meaning in them. They should explore the use of language in literary and non-literary texts and learn how the structure of language works.

The Governing Body

Regular reports are made to the governors on the progress of English provision.

This policy will be reviewed every two years or in the light of changes to legal requirements.

Subject Organisation

The Early learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum. Pupil provision is related to attainment, not age.

The teaching and learning strategy is based on National Curriculum objectives. It is important to remember that the National Curriculum in Literacy is much broader so it is necessary to develop some aspects of Literacy such as speaking and listening and extended writing (outside the Literacy Lesson).

Literacy is carefully planned and differentiated so the development of children’s language necessitates a variety of differentiated texts and approaches across the four language modes (speaking, listening, reading and writing). Careful planning will ensure that these resources and approaches are appropriately matched to individual pupils and taking account of children’s learning needs.

At St Georges we strive to maintain a breadth and balance, but we recognise that certain modes may require special emphasis at a specific time and for a specific purpose (e.g. listening/phonics). Such skills must be developed within a framework, which is meaningful for the child.

Long term planning: all non-fiction & poetry types will be taught in all year groups to the appropriate level and ensuring progression. A range of narrative texts and oral storytelling texts will be taught in all year groups allowing for cross curricular contexts.

Medium Term Planning: focus planning will take place three times per year using the integrated teaching sequence and weekly planning sheet from the Primary National Strategy Framework.

Short Term Planning: objectives for daily lessons (guided reading, warm up activities, phonics/spelling, main lesson and plenary) will be recorded and evaluated in class teacher’s daybooks in order to inform future learning (AFL).

Approaches to Speaking and Listening

The Four Strands of Speaking and Listening: Speaking; Listening; Group Discussion and Interaction, and Drama permeate the whole curriculum. Interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life.

Speaking and listening objectives should be built into lessons each week.

At St. George’s our speaking and listening objective is to ensure that pupils can:

  • formulate, clarify and express their ideas
  • express themselves in a variety of situations using language which is appropriate to their needs and the intended audience
  • listen, understand and respond appropriately to others
  • use, with increasing confidence, the vocabulary and grammar of standard Literacy.

Approaches to Reading

Reading is taught through a range of shared reading, guided reading independent reading, wider reading (including Library; class novel etc) and daily phonics (Letters & Sounds integrating Jolly Phonics: Foundation-Yr3 and Phase 6 Letters & Sounds and Spelling Attack: Years 4-6).

Texts are chosen according to ability and are differentiated accordingly. APP foci are used to inform the delivery of reading objectives.

Children are encouraged to read at home with an adult each day which is monitored though communication books. In KS2 weekly Learning Log tasks often relate to reading activities. Children/parents can also access reading resources at home through the school website area for each class.

At St. George’s our reading objective is to ensure that pupils can:

  • master their initial reading skills so that they become independent and enthusiastic readers
  • read a range of texts fluently, accurately and with understanding
  • find out the information they need in order to research and answer the questions of others
  • understand the variety of written language and the differences between fiction and non-fiction
  • understand and respond to a wide range of books and media texts
  • improve their abilities to analyse, evaluate and criticise texts which they have read.

Approaches to Writing

Writing is taught through a range of Phonics and spelling, shared Writing, guided Writing, independent writing, extended writing and handwriting (see Handwriting Policy).

Children are encouraged to practice weekly spellings at home. In KS2 weekly Learning Log tasks often relate to writing activities. Children/parents can also access writing resources at home through the school website area for each class.

At St. George’s our writing objective is to ensure that pupils can:

  • express themselves clearly and precisely for enjoyment
  • demonstrate their understanding of how writing enables them to remember, communicate, organize and develop their ideas and information
  • write for an increasing range of purposes matching their language to the needs of the appropriate audiences
  • understand the appropriate use and purpose of an increasing range of written forms
  • write neatly and with accurate spelling and expression.

Cross-Curricular Literacy Opportunities

Teachers will seek to take advantage of opportunities to make cross-curricular links. They will plan for pupils to practise and apply the skills, knowledge and understanding acquired through literacy lessons to other areas of the curriculum.

The Use of ICT

Opportunities to use ICT to support teaching and learning in Literacy will be planned for and used as appropriate. Children have access to an IWB in each classroom, are able to work in our ICT suite using a range of hardware and software to support learning (See ICT Teaching & Learning Policy).

Assessment and Target Setting

Work will be assessed in line with the Assessment Policy and marked in accordance with the Marking Policy. Reading, Writing and Speaking & Listening are assessed through ongoing formative APP assessment which informs group (displayed in the classroom) and individual (discussed with individual children) targets. Formative assessment and evaluation of daily objectives in class teacher’s daybooks informs future planning and daily targets.

Reporting happens during Term 1 and Term 3 during parent consultation sessions where school and home targets are set and agreed; and annually through a written report.


At St George’s we understand the need to recognise and identify the aspects of language and language use which occur, or encourage effective learning, across all studies, topics or subjects. This is a key component of the Literacy lesson. Language necessarily makes a key contribution to cross curricular elements in the development of key concepts, skills, values and attitudes.

Children of all ethnic groups, both genders and all abilities have equal access to the Literacy curriculum. Positive images in terms of such groups are promoted throughout the school, both in the use of language and in the provision of resources.

We aim to provide for all children so that they achieve as highly as they can in English according to their individual abilities. We will identify which pupils or groups of pupils are under-achieving and take steps to improve their attainment. Intervention programmes are reviewed each year and include BRP (year 1 upwards), FLS (Year5), Sounds Progress (all year groups) and Black Sheep (SEN – all year groups). ICT provides a vital role in supporting children with a range of software including Clicker5, Wordshark, 2Simple programmes (2Publish/2Type/2Connect), Podium (podcasting) and individual speakeasy microphones.

Gifted children will be identified and suitable learning challenges provided (See SEN and G&T Policies).

Role of Subject Leader

The Subject Leader should be responsible for improving the standards of teaching and learning in Literacy through:

Monitoring and evaluating Literacy:-

  • pupil progress
  • provision of Literacy (including Intervention and Support programmes)
  • the quality of the Learning Environment;
  • the deployment and provision of support staff
  • Taking the lead in policy development
  • Auditing and supporting colleagues in their CPD
  • Purchasing and organising resources
  • Keeping up to date with recent Literacy developments


Literacy funding will be within the school budget plan for each financial year and will include the library area. Annual key stage meetings will review the needs of Literacy. Resourcing, personal development and training needs will be discussed.

Health and Safety

Guidelines in the health and safety policy will apply with regard to use of ICT, all school based activities and out of school activities relating to Literacy.


This policy also needs to be in line with other school polices and therefore should be read in conjunction with the following school policies:

  • Teaching and Learning Policy
  • Assessment Policy
  • Marking policy
  • Special Educational Needs Policy
  • ICT Policy
  • Equal Opportunities Policy
  • Health and Safety Policy

Also; see Literacy Subject Manager Proforma and Templates File for examples of planning and assessment.

Reviewed July 2015

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