Communication, Literacy and Language (CLL) Policy
We aim to develop pupils’ abilities within an integrated programme of speaking & listening, reading & writing. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught literacy skills.
At Riverside School we aim for a child to be able to:
We aim to do this by:
CLL in KS1 and KS2 is delivered using a broad and balanced English curriculum. The Early Learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum. Pupil provision is related to attainment and children are assessed using the P-
Within the Foundation Stage, Communication, Language and Literacy (CLL) is delivered in line with the Development Matters and EYFS documentation.
Children also have an appropriate target on their Individual Education Plan to enhance their communication, language and literacy skills. Parents are informed of these targets and encouraged to support their child as detailed in their child’s IEP.
Speaking and Listening
All strands of Speaking and Listening permeate the whole curriculum. Children are encouraged to develop effective communication skills in readiness for later life. Children at Riverside can develop these skills through:
Riverside school has three Speech and Language therapists who offer training and support to staff to extend their knowledge of speaking, listening and communication skills. This includes training to support implementation of programmes such as; Blank language scheme, Derbyshire language scheme, Attention Autism, narrative skills groups and social skills groups. As well as this, staff are supported to deliver 1:1 speech and language targets which may include: speech sound development, use of AAC (Augmentative and Alternative Communication) including PECS and Makaton and development of language and social skills.
Reading is developed through enabling pupils to have sound decoding skills and a good comprehension of what they have read. We do this by:
Phonics: all pupils have access to discrete and high quality phonics sessions using ‘Letters and Sounds’ as a primary resource although this may be supplemented by other programs as teachers deem necessary e.g. Jolly Phonics.
Shared reading: as a class using a common text, focusing on comprehension, specific features and the development of a wide range of reading strategies.
Guided reading: a carefully structured group activity using graded texts carefully matched to ability and involving teacher interaction.
1:1 reading: individual reading to a parent, teacher or other adult – particularly for children who need considerable practice and for those not reading at home.
Independent reading: where children extend and practice their reading skills.
Initial Sight Vocabulary/NLS Words: using the high frequency NLS word lists, the children are encouraged to read/recognise the words using words and symbols
Social Sight Vocabulary: words that a learner recognises on sight without having
to decode them or work them out
See and Learn: designed to help children with Downs syndrome to learn common words using pictures.