Literacy

What is the intent of Literacy?

At Cranfield Church of England Academy and Little Cranes Pre-School, we believe that Literacy is essential to participating fully as a member of society. Our Literacy curriculum is ambitious, coherently planned and sequenced and will teach our pupils to write and speak fluently so that they can communicate their ideas and emotions to others. Through their reading and listening we ensure that others can communicate effectively with them. Our curriculum encourages our children to become enthusiastic and engaged. Our cross-curricular approach, whereby Literacy learning is embedded within our creative curriculum, enables children to make meaningful links with their learning and offers rich and varied learning opportunities. We teach children how important their reading, writing, speaking and listening skills are by “enjoying achieving and learning”, in meaningful and inspiring contexts.

How is Literacy implemented in our school? 

We ensure quality-first teaching and opportunities in Literacy by:

• Carefully and collaboratively planning lessons which promote high standards of literacy, developing pupils’ spoken language, reading, writing, grammar and vocabulary.
• Deliving a rigorous and progressive programme of phonics ensuring success for all. We provide a daily Phonics lesson in reception and Year One and in Year Two for those who need it, utilising the Floppy’s Phonics Scheme.
• Providing a daily Literacy lesson (or learning activities in the Early Years Foundation Stage) based on the objectives detailed in the Cranfield Curriculum and/or the Early Years Framework This structure is flexible in delivery but guarantees five hours of discrete Literacy each week in Years One to Four.
• Teaching which is often cross-curricular maximising success and progress for all pupils, linking up with other areas of the curriculum and implementing an integrated programme of writing, reading and spoken language.
• Developing vocabulary and teaching pupils to speak clearly, to convey their ideas fluently and confidently, and to ask questions.
• Planning together in year groups the overall literacy programme ensuring consistency of approach, standards and expectations in accordance with the Cranfield Curriculum and in response to other whole school approaches e.g. marking and feedback
• -Group pupils appropriately in order to vary learning styles and to cater for individual needs. Differentiate work by task, outcome, or support given to meet individual needs.

Reading

What is the intent of reading?

At Cranfield Church of England Academy, we strive to ensure all our pupils become readers for life; enjoying literature in all its forms, developing fluency, vocabulary, comprehension and the ability to access other areas of the curriculum. We are determined that every pupil will learn to read, regardless of their background, needs or abilities.

How is reading implemented in our school?

At Cranfield Church of England Academy, we aim to help children to develop a love of reading. We believe it unlocks all other areas of learning enabling all pupils to take a full and constructively critical part in society empowering them aesthetically, socially, spiritually and morally.

 Teachers at Cranfield Church of England Academy will:

• Use reading to enthuse and engage children and often as a starting point for Literacy and topic work .
• Provide a daily Literacy lesson (or learning activities in the Early Years Foundation Stage) based on the objectives detailed in the Cranfield Curriculum and/or the Early Years Framework.
• Provide a daily Phonics lesson in Reception and Year One, following the Floppy Phonics scheme.
• Utilise and provide books to read at home from our whole-school supply of books from Oxford University Press.
• Plan together in year groups the overall Literacy programme ensuring consistency of approach, standards and expectations in accordance with the Cranfield Curriculum and in response to other whole school approaches e.g. marking and feedback.
• Provide individual, small group and whole class learning opportunities to include guided reading and/or individual reading with the teacher or other trained adult on a weekly basis.
• Group pupils appropriately in order to vary learning styles and to cater for individual needs. Differentiate work by task, outcome, or support given to meet individual needs.
• Provide a stimulating Reading enriched environment and inviting book corner.
• Enable sustained Reading sessions for pupils.
• Read daily to children using class novels and high quality picture books.
• Use our school library weekly to provide children with the opportunity to explore a wide genre of books.

How do we assess reading in our school?

Assessment takes place by:

• Providing high quality, consistent feedback relevant to the child’s reading ability – both verbal and written and pictorial, to ensure rapid progress.
• Utilising the Early Learning Goals, Stepping Stones (pre-Key Stage One standards, EAL Acquisition and/or Pathways) for reading to monitor, assess and record attainment and to allow for continuity and progression.
• Assessing Phonics half-termly and using the data to address support needs and areas to revisit.
• Ensuring children who are not yet ready to read will begin pre-reading activities and be given Stage One of Oxford Reading Tree. Initially all books will be fully decodable moving to Floppy Phonics decodable+ widening vocabulary when secure at stage 2 and 3 and blending effectively.
• Ensuring children do not progress to the next reading stage until they are fluent, can comprehend, interpret and respond to texts very effectively and have accessed the variety of genres offered within each stage.
• Ensuring the class teacher, teaching assistant and volunteer helpers, will keep a daily record of which children have read in school. The aim is for all children to be heard read as often as possible.

How do we engage parents and celebrate reading?

• Reading and Phonics workshops will take place regularly to inform and work in partnership with parents.
• Reading books will be sent home daily with an accompanying Home School Link. We expect children to read with an adult five times a week in Reception and Key Stage One and three times a week in Key Stage Two.
• When children are not evidently reading at home in accordance with the Learning at Home Policy, teachers will discuss this with parents and offer constructive support.
• Online books using Oxford Owl will be promoted to parents as will other online subscriptions, paid for by the school.
• Volunteers will be recruited to support children in reading regularly with trained adults.
• World Book Day will take place annually with a whole school focus on reading and using highly engaging books as a focus for learning across the curriculum.
• Stickers and notes home are used to celebrate progress through the reading stages and to encourage reading at home.
• Book Trust free books are shared with parents and celebrated in class.
• Library events locally are promoted and advertised.
• The Stepping Stone pathways are available for parents and children in their Home School Link books.
• Highlighted Stepping Stone pathways are shared at parents’ evenings, providing parents with knowledge with what their child can do and what they need to do next.
• Mid-term and end of year progress reports will share stepping stone progress.
• A detailed end of year report will describe progress and acquired skills in reading.
• Stickers and notes home are used to celebrate success.
• Headteacher Awards are presented in whole school assemblies to recognise excellence across the curriculum, including reading, at which parents are invited to attend.

  Class and Worship team assemblies and performances, are written and performed by children across the school.

How can I support my child's reading?

The below resources will be of use in supporting your child's reading development at home.

• Click here to view the Early Years and Key Stage One list of words to learn to read and spell.
• Click here to download look, say, cover, write check sheets for the Early Years and Key Stage One list of words to learn to read and spell.
• Click here to download look, say, cover, write check sheets for the Key Stage Two list of words to learn to read and spell.
• Click here to view the Year Three and Four list of words to learn to read and spell.
• General questions to Support Reading at Home
• Supporting Your Child's Comprehension at Pathway One
• Supporting Your Child's Comprehension at Pathway Two
• Supporting Your Child's Comprehension at Pathway Three
• Explore the Parenting Smart website for articles and videos of guidance.

Allow your child to access Nessy four times a week:

Allow your child to access Phonics Play:

Username: Jan21
Password: hope

Writing

What is the intent of writing?

At Cranfield Church of England Academy, it is our intent to support every child to become a writer by equipping them with the technical skills required and igniting their desire to write confidently and fluently so that they communicate their ideas, opinions and emotions to others effectively.

How is writing implemented in our school?

We explore and develop children’s writing, speaking and listening skills across all elements of their learning, not just in their daily Literacy lesson. Our curriculum topics and themes enrich our Literacy teaching and provide creativity which ensures our pupils are engaged in their learning all day, every day. To enable all pupils to do this, teachers will develop pupils’ competence in the two dimensions of writing: transcription; spelling and handwriting, and composition; articulating ideas and structuring them.   

Teachers at Cranfield Church of England Academy will:

• Provide daily Literacy lessons (or learning activities in the Early Years) based on the objectives detailed in the Cranfield Curriculum and/or the Early Years Framework, linked to our exciting and engaging curriculum topics and themes.
• Plan together in year groups the overall Literacy programme ensuring consistency of approach, standards and expectations in accordance with the Cranfield Curriculum and in response to other whole school approaches e.g. feedback.
• Ensure children will be taught about achieving clarity, having an awareness of the audience, purpose and context for their writing. Furthermore, pupils will be taught how to plan, revise and evaluate. They will be exposed to an increasingly wide knowledge of spelling, punctuation, vocabulary and grammar; all elements of developing a child’s writing will be woven into daily Literacy lessons.
• Provide individual, small group and whole class learning approaches
• Group pupils appropriately in order to vary learning styles and to cater for individual needs
• Deliver daily discrete phonics sessions using Floppy’s Phonics in Reception and Year One and spelling lessons using the Schofield & Sims structured programme for those children who are ready in Year Two and beyond. This programme builds upon early phonics learning and teaches alternative spellings for each sound as well as identifying and learning ‘tricky’ words which are often exceptions to spelling rules.
• Differentiate work by task, outcome, or support given, to meet individual needs so that all children can achieve and be the best writer that they can be.
• Deliver discrete handwriting lessons using the Penpals Handwriting Scheme from Pre-school onwards. Lesson frequency, duration and content will be age appropriate i.e. Early Years may spend 5 minutes a day on gross and fine motor exercises whereas in Year 3 they may have a stand-alone 20-minute lessons a week.
• Provide children opportunities to write across the curriculum.
• Ensure that displays promote, model and celebrate all aspects of writing.

How do we assess writing in our school?

Assessment takes place by:

• Providing high quality, consistent feedback which will be verbal, written and pictorial appropriate to the written task and the age and ability of the individual child to ensure rapid progress
• Each half term, children completing a ‘Big Write’. This independent piece of writing will inform each child’s personalised journey on their writing stepping stones. Children’s independent writing from across the curriculum will also be used to update their Stepping Stone pathways. Children are encouraged to use their Writing Stepping Stone checklists to support and remind them of the skills they are being encouraged to embed in their own writing.

These lists are available to view by clicking here.

• Utilising the Writing Stepping Stones (including Pebbles, EAL acquisition and/or pathways) to monitor and assess progress and attainment and to allow for continuity and progression which ensures a personalised record for each child.

How do we engage parents and celebrate writing?

• The Stepping Stone pathways and stage appropriate spelling lists are available for parents and children in their Home School Link books.
• Highlighted Stepping Stone pathways are shared at parents’ evenings, providing parents with knowledge with what their child can do and what they need to do next.
• Mid-term and end of year progress reports will share stepping stone progress.
• A detailed end of year report will describe progress and acquired skills in writing.
• Classroom and school displays will feature writing from across the curriculum.
• Learning at Home tasks will embrace writing opportunities and children are encouraged to learn spellings each week.
• At times children will be presented with Education City learning pathways to complete at home.
• Stickers and notes home are used to celebrate success.
• Headteacher Awards are presented in whole school assemblies to recognise excellence across the curriculum, including writing, at which parents are invited to attend.
• Class and Worship team assemblies and performances, are written and performed by children across the school.

Where can I get further information?

Should you require any additional information or have any questions, please do not hesitate to do any of the following:

• Explore the Cranfield Curriculum page and downloadable documents.
• Speak to any member of the Core Zone Team.
• Speak to your child’s class teacher.

Spoken Language

What is the intent of Spoken Language?

At Cranfield Church of England Academy we strive to ensure that our children are given the skills to express, through spoken language, their own ideas confidently in an articulate manner in order to share their thoughts, opinions and ideas.

How is Spoken Language Implemented in our School?

Spoken language is central to the Cranfield Curriculum and is developed from the Early Years Foundation Stage, throughout our school and across the curriculum. We nurture children’s speaking and listening skills through a variety of approaches. Our classrooms are rich in talk, from effective questioning to constructive peer discussions and teachers use talk skilfully to develop and encourage critical thinking. There is a clear understanding in school of how talk aids teaching, analysis and higher order metacognition.

All staff in our school model the use of higher level vocabulary within their speech and expanding children’s vocabulary is a key focus from EYFS. Subject specific vocabulary is embedded across the curriculum, through teacher modelling, in context. Contextual learning helps children to understand new words and supports them in including them in their work. This model is reflected in shared reading sessions, where children are given the chance to explore unfamiliar vocabulary and expand their knowledge of words.

We model the correct grammar in speech and encourage children to reflect this in their use of spoken language. Children are encouraged to speak clearly and articulately developing fluency as confidence grows. Children are given the chance to orally rehearse ideas for writing regularly.

Talk for learning is embedded in teacher pedagogy and allows children to develop the skills of maintaining attention and participating actively in collaborative conversations. Children are encouraged to explore ideas verbally, give well structured descriptions, explanations and narratives for different purposes. They are encouraged to articulate and justify answers, opinions and arguments.

Children are taught to be active listeners –listening and responding appropriately to adults and peers alike. They are presented with opportunities to extend knowledge and understanding through developing questioning skills.

In the EYFS staff provide communication friendly spaces  to encourage talk and provocations to stimulate talk including in the outdoor classroom.

Drama is used across all subjects to explore and engage children in their learning. This gives children the opportunity to develop the skills needed to create collaborative and individual presentations, performances, role play, improvisation and debate. Children have regular opportunities to participate in performances such as Christmas and Easter plays, Year 4 leavers play, school assemblies and Arts festival presentations. Extra curricular activities, such as Drama Llama allow children to develop their skills further. Children have benefited from the use of Now Press Play  an educational resources that bring the curriculum to life through sound, story and movement, using wireless headphones.

For those children requiring support with speaking and listening skills the school uses a variety of interventions including Lift off to Language for children in EYFS, Nuffield Early Language Intervention Project for Reception children and Time to Talk intervention. In addition, we employ a Speech and Language therapist to work with children requiring specialist support. These sessions are followed up by 2 highly trained Teaching Assistants who deliver the programmes set out by the Speech Therapist.

How do we Assess Spoken Language?

• Providing high quality, consistent feedback both verbal and written and pictorial, to ensure rapid progress.

• Utilising the Early Learning Goals and the Cranfield Curriculum intended outcomes for Spoken Language to monitor, assess and record attainment and to allow for continuity and progression.

How do we engage parents and celebrate spoken language?

• Parents are invited to attend performances, assemblies, show cases in order to witness their child develop confidence in performance.
• Parents of EYFS children share their child’s speech and language development through the use of Learning Book our online observation tool.
• Parents are encouraged to support their child regularly with reading aloud developing skills such as using intonation and developing fluency. They are further encouraged to support their child in discussing texts and being able to articulate and justify their ideas and thoughts about a book.
• Parents are asked to support their child’s home learning tasks –some of which will involve skills such as presenting information orally and interviewing others to gain information.
• Stickers, praise and phone calls home are made to celebrate success in speaking and listening.
• Parents are invited to be involved when a child is receiving additional support for Speaking and listening and can, for example, attend appointments with the Speech and language therapist in order for them to be able to collaborate in their child’s progress and development.

How can I support my child's spoken language?

Below are some general tips to try while talking to your child that will help with their language development:

• Talk about the things your child is interested in. For example, if they’re playing with dinosaurs or with dress ups, join in and comment on what they’re doing. They’re more likely to pay attention and chat with you if it’s about something they’re interested in
• Use comments to keep the conversation going rather than questions. For example, if your child is eating an ice-cream, comment, “Mmm, that looks good. I love ice-cream.” They can then respond with more words than if you ask, “What’s that you’re eating?” Questions can feel like a test and may actually make your child want to speak less rather than more
• Put aside some time each day for talking together. Even if it’s just 10 minutes at the end of the day to talk about your favourite thing that happened that day, or what three things you’re grateful for today
• If your child doesn’t get it quite right the first time, don’t say “that’s wrong”. Instead, fill in the gaps for them by saying it back the right way. For example, if your child says, “I goed swimming”, just say back to them, “yes you did, you went swimming. 
• Explore words – talk about new words when your child comes across one, like when they’re reading a book or watching a TV programme. If you have a dictionary at home, you could look up the meaning of the word in the dictionary together, or even Google it!
• Try taking photos of an activity on your phone while you are doing it, and looking back at the pictures together afterwards and talking about what you did together. For example, take photos of all the steps when you are making sandwiches for lunch (with your child’s help). Later, look back at the pictures together and talk about all of the steps. This helps to develop children’s ability to understand and say the words involved in the activity, because you’ll be repeating the words more than once 
• Enjoy conversations with your child – children learn from conversations with adults as much as their friends. Don’t feel like you have to be teaching them things all the time for them to be learning
• Don’t be afraid to talk in funny voices or have silly conversations – playing around with words by making up rhymes or using silly words can encourage your child to experiment with language, which is good for their development.
• Most importantly – have fun!

 The I Can website has a number of ideas and games which you can use to support your child.

Click here to view our Literacy Policy