Literacy Policy The following policy is based on a philosophy that underpins our commitment to raising standards in literacy at St. Augustines. This philosophy reflects the current national drive to raise overall standards of learning and teaching, and adheres to the recently revised Teaching Standards and to the schools commitment to support each student to achieve his or her best both academically and personally. Philosophy: Raising our standards in literacy is vital because it is a fundamental skill for learning; it enables students to access meaning and demonstrate their learning across the whole curriculum. Improving our students literacy skills increases their chances of being independent learners for life. We have a moral duty to prepare our students to be the best they possibly can be in readiness for the world beyond St. Augustines: by improving literacy skills, we are increasing the chances of our students being employable and also of thriving as adults in our society. Literacy teaching is the collective responsibility of every teacher. We all have a duty to improve our students ability to communicate effectively and this philosophy is reflected in our schools mission statement: Saint Augustines is a Christ-centred learning community committed to the development of the whole person. Aims of the literacy policy: Following a whole school audit, the following areas have been identified as needing improvement across the school and, as such, have informed the aims of this policy for the current academic year: 2012/13. Review May

Aims:How these aims will be achieved: To raise the profile of literacy and its importance with staff, students and parents. The Literacy Coordinator will launch the Raising Literacy through the Roof campaign September 2012 via an INSET day, the weekly newsletter and assemblies. To improve staff knowledge of literacy; how to teach literacy effectively; how to mark for literacy. The Literacy Coordinator will aid any members of staff on matters pertaining to literacy on a one to one basis if required. Each member of staff will be responsible for securing his/she literacy skills; knowing how to teach literacy in an effective manner; knowing how to mark work for literacy. Whilst attendance at literacy workshops will not be obligatory, all staff will be invited to attend relevant sessions if they have any gaps in their knowledge of literacy or in how to teach or assess for literacy. Staff will be supported in report writing for parents and carers and report writing conventions established. To achieve consistency in the teaching and learning of literacy skills. Whole staff literacy training will be delivered on INSET days; a variety of supplementary workshops will be offered throughout the year and a Staff Literacy Handbook will be produced for each member of staff. Teachers will proactively encourage students to regularly refer to the literacy learning resources on the ceilings of each classroom. The Literacy Coordinator will aid any members of staff on any matter pertaining to literacy on a one to one basis, if required. The Literacy Coordinator will perform non-judgemental literacy learning walks. To increase awareness of Standard English in the spoken mode. Whole staff literacy training will be delivered on INSET days; the Literacy Coordinator will take year group school assemblies. Staff will model, direct and enable students to use spoken Standard English in learning environments and at other appropriate times. 2

Aims:How these aims will be achieved: To raise the profile of literacy and its importance with staff, students and parents. The Literacy Coordinator will launch the Raising Literacy through the Roof campaign September 2012 via an INSET day, the weekly newsletter and assemblies. To improve staff knowledge of literacy; how to teach literacy effectively; how to mark for literacy. The Literacy Coordinator will aid any members of staff on matters pertaining to literacy on a one to one basis if required. Each member of staff will be responsible for securing his/she literacy skills; knowing how to teach literacy in an effective manner; knowing how to mark work for literacy. Whilst attendance at literacy workshops will not be obligatory, all staff will be invited to attend relevant sessions if they have any gaps in their knowledge of literacy or in how to teach or assess for literacy. Staff will be supported in report writing for parents and carers and report writing conventions established. To achieve consistency in the teaching and learning of literacy skills. Whole staff literacy training will be delivered on INSET days; a variety of supplementary workshops will be offered throughout the year and a Staff Literacy Handbook will be produced for each member of staff. Teachers will proactively encourage students to regularly refer to the literacy learning resources on the ceilings of each classroom. The Literacy Coordinator will aid any members of staff on any matter pertaining to literacy on a one to one basis, if required. The Literacy Coordinator will perform non-judgemental literacy learning walks. To increase awareness of Standard English in the spoken mode. Whole staff literacy training will be delivered on INSET days; the Literacy Coordinator will take year group school assemblies. Staff will model, direct and enable students to use spoken Standard English in learning environments and at other appropriate times. 3

Aims:How these aims will be achieved: To improve students vocabulary, spelling punctuation and grammar. Whole staff literacy training will be delivered on INSET days. Literacy Learning Mats will be used in classrooms and other communal areas of the school for students reference. To improve students essay writing skills. Whole staff literacy training will be delivered on INSET days; the Literacy Coordinator will deliver year group assemblies. Literacy Learning Mats will be used in classroom and other communal areas for students reference. To promote reading for pleasure and increase opportunities for students to read in school. All students in Years 9, 10 and 11 will silently enter every lesson and assembly with a reading text and sit and read in silence until the teacher is ready to begin the lesson or assembly. A box of reading texts per form will be provided for students to borrow a book on a half day basis if they fail to bring their own reading text to school. If students have forgotten their own text, they will go to the library to borrow a text during break or lunch of that day and return the form text at afternoon registration. If students fail to have their own reading book by the time of afternoon registration, they will attend a break time detention the next day. Form tutors will inform the office of students who fail to have their own texts by afternoon registration so a break time detention is set (please use discretion – the idea is to coax rather than enforce) Teachers will be responsible for their own forms Reading Box. Library Inductions will occur during form times rather than English lessons to dispel the myth that literacy is the same as English. Rewards will be given for substantial and sustained effort in reading (to be determined – possibly Kindles) 4

Aims:How these aims will be achieved: To monitor standards in written literacy across the curriculum. Staff should mark for punctuation, spelling and grammar on any formally assessed written work and in accordance with the examination guidelines HODs will ensure that the literacy policy is being adhered to in their departments e.g. by performing book trawls of a cross section of students work and monitoring literacy marking where applicable; they will feedback to the literacy Coordinator any issues or successes that arise. To monitor standards in spoken literacy across the curriculum. The Literacy Coordinator will perform non-judgemental literacy learning walks. To monitor standards in reading skills. Subject teachers and form tutors will inform the SEN department of any concerns noted in their lessons regarding a students ability to read. The school will provide Literacy Workshops for students who require extra support via the SEN department. To provide supporting evidence to indicate student progress or weaknesses when referring students to the SEN department/ other agencies. The Literacy Coordinator and SEN department will use the data to inform future planning for targeting literacy skills and offering tailored support to students. 5

Aims:How these aims will be achieved: This policy will be evaluated for its efficacy. All staff will complete the Raising Literacy through the Roof baseline questionnaire during INSET on 4 th September. All staff will complete the Raising Literacy through the Roof evaluation form at the end of the year. All HODs will complete an interim evaluation at Christmas time. The Literacy Coordinator will use the data from these questionnaires and evaluations to compile a written report to the Governors on the efficacy of this policy. 6