HOPEWELL Literacy and Reading Strategy

Our Intent:

At Hopewell we recognise that along with a wide range of skills that are at the centre of our curriculum intent, the development of effective literacy skills provides a secure foundation that enable our pupils to become confident and independent learners.

Speaking, listening, reading and writing are used daily to communicate in the world around us and we believe that enabling pupils to successfully develop these skills means that they are able to fulfill their personal potential at school and further into their adult lives.

Our aim is to constantly practice these skills to improve a pupil's understanding, self-confidence and esteem, motivation as well as increasingly their attainment.

Enabling pupils to develop their literacy skills and recognise the importance of them is one of our key aims and principles at Hopewell. We also know that the Ofsted EIF focuses on the quality of early reading and phonics – our priority is on accelerating pupils' development of reading and writing skills.

Our whole school reading strategy is aimed to create a culture where reading is encouraged and valued. Where staff, pupils and parents/carers all understand and believe in the importance of good reading skills.

Our teachers and learning support staff believe passionately that they are in the privileged position of enabling pupils to access a wide range of reading materials and styles through their planning, delivery and support. They recognise that reading lies at the heart of our curriculum and believe in its importance and impact on every pupils academic success and positive personal development.

When pupils arrive at Hopewell, many will have significant gaps in their learning for many different reasons. Most will have experienced trauma and adverse childhood experiences which could have resulted in distressing behaviours in previous schools and educational settings some will not have been in school for several months or years. Many will have been excluded from at least two schools as well as specialist provisions and they may have developed a wide range of strategies to avoid learning due to their low self esteem and confidence and trauma. They will often feel that they cannot "catch up" and close the gaps or overcome their significant barriers to learning.

At Hopewell we recognise and understand these barriers to learning but do not accept them as a reason for pupils not to make progress. We aim to support every pupil over time to a point where they are reading to at least their chronological age. On admission pupils undertake baseline assessments and based on this information individual interventions and planning are put in place. Progress is monitored through assessments that take place termly and additional interventions put in place as necessary.

Implementation:

READING:

Bedrock: Reading is developed across the school through the implementation of the Bedrock vocabulary and reading curriculum for targeted pupils as part of the Literacy Action plan.

Reading is given a high profile across all subjects, and cross-curricular opportunities to develop reading skills are planned throughout the week. Strong links are made between reading and other curriculum areas. These are provided through opportunities for reading as a class, in groups and individually where possible. We encourage reading through a range of tasks eg: aloud tasks/worksheets etc., if appropriate to the task.

Wider reading around tasks is encouraged either through extension work or homework that is set.

Teachers plan specific reading activities that enable pupils to develop the following skills: Skimming and scanning texts. Pupils are taught to locate and retrieve information; to select and interpret information; to collate supporting details within a text; to collate material from a variety of texts, including diverse types of text.

Accelerated Reading: Pupils take part in an Accelerated Reader programme. It is an important part of the strategy to make students more independent in their reading. AR lessons once a fortnight as part of our English curriculum.

Independent Reading: Pupils are encouraged to complete independent reading at home for 45 mins per week as part of their English task. Additional reading to be provided by other subject teachers up to 30mins per week. Independent reading is also included within other areas of the curriculum during lesson time.

D.E.A.R: Once a week, students, and staff will 'drop everything and read' for 20 minutes of a designated lesson.

Whole school Literacy: The aim of the whole-school literacy strategy is to improve vocabulary. Each week, pupils across the whole school are introduced to 10 words, which will be referred to in their lessons, conversations and will be visible on the website, in classrooms and around the school. Year 7 and 8 will complete a formal weekly words booklet, on exploring the words further, understanding meaning and developing appreciation of context, while older pupils will be encouraged to use them when relevant in their different subject areas. Teachers will aim to explicitly teach academic words as well as use them in conversation to support pupils in 'upscaling' their vocabulary as well as developing their use of more academic words in the correct context.

Lexia: Lexia Powerup Literacy is used for interventions including Word study -triggers gaps in basic reading skills and develops academic vocabulary

•Grammar -improves written composition

•Comprehension – teaches the skills required for higher order text analysis. Using Lexia pupis work independently at their own pace through independently at their own pace through individualised learning paths to develop fundamental reading skills in a structured, sequential manner.

Teachers are notified when pupils require support or intervention and are provided with the resources for targeted intervention with pupils who have a reading age below their chronological age will help to close gaps with peers and creating equality of access to the curriculum achieving access for all.

Jolly Phonics: is a child-centered approach to teaching literacy through systematic phonics. It equips learners with the language and literacy knowledge they need to boost their educational outcomes. With actions for each of the 42 letter sounds, the multi-sensory method is very motivating for children and teachers, who can see their students achieve.

The letter sounds are split into seven groups and are taught in a specific order (not alphabetically to enable learners to begin building words as early as possible. Jolly Phonics, teaches children to read and write using synthetic phonics, which is widely recognised as the most effective way to teach children to read and write in English.

Teaching is multi-sensory and active, with fun actions, stories and songs independent research supports the outstanding results achieved around the world with the programme. Silent reading: This takes place in tutor times twice per week.

Guided reading: Takes place during tutor times where the teacher reads the novel on the visualizer and students follow along with a ruler, creating a shared experience and calm and purposeful start to the day. This happens in tutor time twice per week.

Pupils who have a diagnosis of dyslexia are supported through targeted literacy support using resources designed specifically for dyslexic pupils. Teachers produce individual plans identifying strategies for pupils who have additional literacy needs.

Writing:

All staff in all curriculum areas ensure that literacy is constantly addressed to improve standards and raise levels of attainment.Teachers and teaching assistants across the curriculum will take every opportunity to provide pupils with the skills and understanding they need to read, write, speak, and listen effectively within their subject area.

Writing in Creative media is supported by the use of Dragoon dictation software.

Teachers plan regular shared and guided writing opportunities, which enable them to model word, sentence, and text level skills with small groups of pupils or one-to-one. Teaching assistants are used to support writing tasks for pupils with specific needs.

Teachers follow the presentation of work guidance to ensure that books and work produced is presented well, written using clear handwriting and shows a pupils ownership of and sense of pride in their work.

A focus on handwriting will be offered to pupils through individual interventions.