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Ogbourne C of E Primary School

Literacy - Independence

Pupils are helped to become independent by teaching them:

  • to be active, responsible listeners
  • to communicate effectively, both in writing and orally
  • to read fluently
  • to read with understanding
  • to use reading to further learning across the curriculum
  • to spell accurately
  • to use grammar and punctuation correctly
  • to use vocabulary skills or a dictionary to work out the meaning of words
  • to use language to effectively respond to a specific purpose or audience
  • to make effective use of support materials to achieve the above e.g. use of a thesaurus or word bank
  • the skills to work alone or with others
  • to respond positively and actively to challenge
  • to have a growth mindset
  • learning skills: resilience, concentration, creativity etc.
"To learn to read is to light a fire" Victor Hugo

Literacy - Problem Solving

Pupils are helped to become skilled problem-solvers through staff teaching them:

  • to communicate effectively (orally and in writing) in order to effectively meet the needs of different situations or audiences
  • to use their language skills to further their learning across the curriculum
  • to use writing to develop ideas
  • to be reflective and analytical
  • to have a positive, self-critical mindset
  • to draft and edit
  • to be creative in their ideas and use of language
  • to make reasoned decisions and choices
  • vocabulary that will support understanding and use of language
  • to take calculated risks
  • to work effectively with others
  • to be independent learners
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Literacy - Meeting the Needs of All

Teachers meet the needs of all by:

  • planning an engaging curriculum aimed at stimulating a love for language and learning
  • meeting the cultural capital needs of all e.g. through the use of pre-teach, vocabulary and topic walls
  • using Assessment for Learning (AFL) to address gaps in learning / understanding
  • planning for stretch and challenge for all children
  • targeting underperforming pupils (i.e. pupils who have not made requisite progress from the previous statutory test point) primarily through quality first teaching.
  • regularly and systematically reviewing and revising the SMART targets of under-performing (in liaison with the Intervention Team and the leadership of the school), focusing on the for rapid improvement.
  • working collaboratively with the staffing team on small group intervention work for specific pupils identified in pupil progress meetings
  • establishing an effective learning environment so pupils can make the most efficient and effective use of learning time e.g. through the setting of an effective working atmosphere, as well as through the provision of learning support materials and displays that are actively and appropriately used by pupils (see next bullet point) to help them further their learning.
  • teaching pupils to become independent learners by using AFL to provide or remove additional support
  • planning, doing and reviewing SMART targets for SEND pupils, in collaboration with Intervention Team and the SENCo
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