At Dominican College, we believe that pupils’ literacy skills, ie. their ability to talk, listen, read, and write effectively, for purpose and audience, is the key to educational progress, to social integration and to personal development and happiness.
Establishing a Baseline Position in Year 8
Prior to commencing Year 8, all P7 pupils complete GL Assessments: Cognitive Ability Test (CAT4) and Progress Test in English (PTE), and pupils who might benefit from additional classroom level Literacy support are identified. The English Dept are made aware of this information and adapt lessons/resources/teaching accordingly. The data from these tests rarely give the full picture of the Literacy needs of a pupil, so intervention is not normally required at this stage.
Professional judgement of staff
Across Key Stage 3, English teachers are still most likely to be the first to recognise a literacy issue given the nature of the subject and the contact time spent with the pupils. English classes are mixed ability; therefore, the most effective method of intervention is in guided sessions in the classroom using teacher led formative and summative assessment data, PTE scores and available CAT data.
Nature of support
Strategies used in class ensure all pupils are being challenged and can achieve the targets which have been set for them.
- Differentiation informs staff planning.
- DIRT (Dedicated Improvement and Reflection Time) is an integral part of the feedback process.
- Whole class feedback sheets incorporate self-assessment tasks.
- Peer assessment and WAGOLL work (What a Good One Looks Like) is also used on a half termly basis.
- Regular classroom practice incorporates effective questioning, group work, individual task completion, extended activities, target setting, peer, and self-evaluations.
- Classroom assistants work closely with the Literacy Co-ordinator, Literacy Support Teacher, and subject teachers to assist pupils with focused and differentiated class work, tasks, and homework to improve their skills in Literacy.
- Discrete one to one or group support sessions with a dedicated Literacy support teacher.
Informing staff about pupils who require Literacy Support
- All teachers are informed of pupils receiving Literacy support at the start of each school year and on a termly basis.
- Teachers are updated if pupils require withdrawal to receive Literacy support.