Recovery curriculum literacy WCPS

Teaching and whole school strategies

At the heart of our recovery curriculum for Literacy is a whole school focus on developing reading for pleasure and reengaging our children with a love of books in order to develop positive attitudes and a lifelong love of reading. We have adapted our timetable to include extended daily dedicated story time slots to facilitate this. All teachers have completed a summer reading challenge with the aim of extending teacher’s subject knowledge of significant children’s authors and high-quality texts which are accessible in class reading areas. A number of teachers have completed online Open University CPD based around reading for pleasure pedagogy. Bedtime reading packs will be provided for all children in EYFS and Year 1 in order to encourage sharing stories at home.

We will continue to use a Gather/Skills/Apply approach to the teaching of Writing with a focus on high quality hooks into learning in order to support re engagement. We will expose children to a wide range of high-quality fiction and non-fiction texts, both for reading and writing opportunities. Spag skills will be taught in context and as part of the teaching sequence with many scaffolded opportunities to practise these skills prior to children applying them independently in writing.

We have adapted our timetable to extend the time allocated to daily whole class reading sessions and continue to focus on high quality wave one teaching of reading skills using the LIRA approach based around literal, inferential, authorial intent and reader response questions.

We aim to maximise opportunities for learning to be embedded by making links to Literacy within our wider curriculum whenever possible and appropriate. A key focus for this will be structuring cohesive sentences accurately, using accurate punctuation relevant to each year group.

Supporting Great Teaching

We will continue to use accelerated learning as our teaching and learning approach for the delivery of our curriculum. Supported by EEF metacognition research, this has ensured the pace of learning is appropriate and has enabled pupils to secure rapid and sustained progress which has improved outcomes and standards within each lesson. Adopting the accelerated learning approach provides opportunities to build on prior learning and develop skills and knowledge through a consistent cycle of connection, activation, activity, demonstration and consolidation. High levels of engagement are achieved through purposeful and stimulating activities which absorb pupils in learning and also through providing opportunities for pupils to work collaboratively

All staff will have access to half day INSET and staff development meetings throughout the autumn term with a focus on the recovery curriculum for Literacy.

Intervention programmes

Through careful timetabling the school day will allow for teacher led whole class and small group interventions outside of the daily literacy lessons. Teachers will use HCAT trackers to identify gaps and allow for learning to be built on a secure knowledge base. We have an LSA who is dedicated to recovery support for Reading 3 days a week. Children who need additional support have been carefully identified and will receive bespoke interventions in order to accelerate their progress.

Small group tuition

There is extensive evidence supporting the impact of high-quality small group tuition as a catch-up strategy. Taking this in to consideration booster catchup sessions will be run before and after school by teachers and TA's. The focus for these booster sessions will initially be Y6 as a whole year group. Other year groups may decide to offer booster sessions once their baseline assessments have been completed.

Supporting parents and carers

We aim to maximise the use of social media in order to promote home reading and the importance of Reading for pleasure. Homework tasks will be based around reading and using spelling shed. Parents evenings via telephone will be held in September in order to update parents on children’s progress and identify ways in which they can support at home.