Literacy Strategy

‘Young people who leave school without good literacy skills are held back at every stage of life. Their outcomes are poorer on almost every measure, from health and wellbeing, to employment and finance.’ (2020, Education Endowment Foundation.)

At Wollaston School, we recognise the importance of our responsibility to ensure that our young people leave school with good literacy skills so that their outcomes are richer on almost every measure.

Literacy impacts self-esteem, motivation, behaviour and attainment. For these reasons, we aim to promote high standards and expectations of literacy across all areas of the curriculum and beyond this, we have specific programmes in place to actively ensure the success of our students. Please read on to find out more about these.

1017 28September Ben Gregory-Ring-2

Quick Links:

  • Please find a copy of our Whole School Literacy Policy HERE
  • For more information about how to support your child with their reading at home, please find more information in this leaflet: Supporting Reading at Home
  • To encourage an enthusiastic reader, please make use of the reading challenge grid, found HERE.
  • For information on logging onto the Reading Cloud please click here: Using Reading Cloud

Contact:

Claire Rose (Literacy Leader): RoseC@wollaston-school.net

Programmes and expectations:

Taking pride in accuracy and presentation:

Our students are encouraged to strive for the best standards of written accuracy that they can achieve- you will find a copy of the sticker below (showing our literacy marking symbols) in your child’s books for every subject. These symbols will be used by teachers, when appropriate, to indicate that correction is required, and for self or peer marking. Students are expected to take pride in their written work and presentation.

It is important for students to understand that we write and speak in many different situations in our lives- even within the course of a single day, and that each situation requires a different set of expectations and standards. The marking symbols indicate the basic standard expected for writing produced in our classrooms and for homework.

 

Language Investigation lessons:

All students in KS3 partake in one language investigation lesson per week, as part of their English lessons.  This provides an opportunity for the building of core spelling, grammar, and punctuation skills, a weekly ‘language investigation’ task based around a word of the week and time for the pursuit of reading for pleasure.  All students in KS3 are set a weekly homework    of reading for 20 minutes every day, to be recorded and signed within their reading journal.

The spelling, grammar and punctuation work completed during these sessions allows for: ‘Students to consolidate and build on their knowledge of grammar and vocabulary through extending and applying the grammatical knowledge set out in English Appendix 2 to the key stage 1 and 2 programmes of study’. (KS3 NATIONAL CURRICULUM). Activities allow for regular revisiting of the objectives set out in the KS2 National Curriculum, to ensure coverage and consolidation.

Wollaston Students are expected to read every day:

We expect students in all year groups to complete 20 minutes of reading each school day (and we work particularly hard to promote and embed this routine with our year 7-9 students). KS3 students record their weekly reading in a reading journal, which we ask parents to sign each week.

Years 7 & 8 and Form Tutor DEAR Time

 

Every form group in Year 7 and 8 has been introduced to a form tutor read to promote reading for pleasure.  Students will be exposed to different genres and novels.  The programme promotes development of vocabulary, comprehension and fluency within reading with form tutors leading these sessions and modelling reading aloud.  We have sourced 16 different books, holding wonderful stories and content that hold links to PSHE and the wider world.  Students each have a copy of their text to hold in their hands and to track and follow along.

Delivered during one form time session per week, DEAR (drop everything and read) is a form time session dedicated to pursuing reading for pleasure. Students are expected to attend the session with their current reading book, and they spend the session reading, alongside their form tutor. Daily reading has been demonstrated to impact students’ reading ages to such a degree that there is an increase seen in their grades across every area of the curriculum. This is why we also encourage students at Wollaston to read at home for 20 minutes per day.

Buddy Reading Programme

Our Buddy Reader programme pairs our 6th form students with some of our younger year 7 students, to share a book together during a weekly form time session. We are so proud of all of our students following the Wollaston values of Inspire. Motivate. Achieve. and we believe that mentoring across the school and year groups is synonymous to this.  ‘Buddy Reading’ creates part of our 6th form enrichment programme, enabling us to benefit our older students with more responsibility whilst providing our younger students with a positive role model. Through the power of reading together, the younger students will develop their comprehension, vocabulary and phonics knowledge, whilst building their confidence with reading and literacy.