The aims of this strategy are based on the Count, Read, Succeed document. In Ballyholme Primary we are aiming to:
- Ensure that the key elements of literacy: Talking & Listening, Reading and Writing are provided for across the curriculum.
- Enable teachers to have a central role by undertaking robust tracking and monitoring of pupils’ work with a particular focus on identifying and addressing under-achievement in literacy.
- Provide opportunities for teachers, in conjunction with literacy co-ordinators to share and learn from good practice.
- Provide an effective means for assessing pupil progress that will inform teaching and learning.
- Promote a policy of early intervention to address actual or potential under-achievement.
- Foster links with parents, families and communities to help them support their children.
Detailed action plans will be written for the areas outlined below:
- Testing September P3 – P7
- Analysis of data – end of September
- Priorities identified and addressed
2) Talking and Listening
- A bank of activities devised for each year group to promote Talking and Listening and give children opportunities to develop their skills.
- To provide teachers with more evidence to allow them to accurately level the children according to the new CEA assessment levels of Progression in Communication across the curriculum.
- Year Groups research and purchase suitable ‘stand alone’ resources to be used in conjunction with Topic related activities.
3) Home Reading
- To carry out an audit on current practice in each year group (ie are set pages given each night, how is it recorded?)
- To look at balance of reading homework in association with other homework.
- To promote the importance of reading homework and inform parents and encourage parental feedback on a regular basis.
- To develop the use of Bangor Library through school visits and information sessions for Parents.
- To revise the 6 different genres of writing and ensure that all types are planned for and taught throughout the year.
- To identify a type of writing within each primary which may need to be further developed.
- Use AFL strategies to mark for improvement on regular basis.
5) Linguistic Phonics
- To introduce Linguistic Phonics into P3 and build on previous good practice.
- To ‘ring-fence’ time to allow teachers to become familiar with the approach and to plan for the regular reaching of Linguistic phonics.
6) Speech & Language (FS)
- To incorporate the activities within the ISSAC file into classroom practice.
- To ‘ring-fence’ time to allow teachers to become familiar with the activities within the ISSAC file and to plan for regular opportunities within the classroom.
7) Assessment Opportunities
- To plan for opportunities for assessment on a regular basis using the Level of Progression for Communication.
- Develop a shared understanding of levels through ongoing internal standardization meetings.
Priorities for Development
1) Responding to Data Analysis:
- set targets based on the outcomes
2) Talking and Listening:
- develop appropriate activities for each year group
- establish a bank of resources
- ensure progression across the school
- consider how to develop reading homework throughout the school
- revisit the different types of writing
5) Linguistic Phonics to extend into P3
6) Speech and Language:
- develop the use of the ISSAC’s file
- plan regular assessment opportunities
Elements of AFL and marking will be included in the above priorities.
Monitoring and Evaluating
This strategy will be monitored by the Literacy Team. They will examine long term and medium planning. Observe lessons / carry out book dips / analyse data and ensure that appropriate teaching strategies are used.
The Literacy Team will also monitor the effective use of resources.
From the evidence available the Literacy Team will continually evaluate the standards attained in Literacy.