Literacy

Secondary Literacy Approach 

At Raise Rochdale, we believe that literacy is the foundation for learning and lifelong success. Our whole-school strategy supports every learner to develop confidence in reading, writing, and communication. 

What Our Literacy Strategy Includes: 

 Daily DEAR (Drop Everything and Read) 

 All learners take part in structured reading sessions using The Literacy Engine for non-fiction resources. Each session follows a clear routine: 

• Predict – learners anticipate the content 

• Preload – key subject-specific vocabulary is introduced 

• Read – texts are modelled by adults 

• Comprehend – guided questions deepen understanding 

• Summarise – learners show their understanding through speaking or writing 

Oracy Through Votes for Schools 

Weekly debates help learners build spoken language skills, confidence, and critical thinking as they explore current social and ethical topics. 

Targeted Literacy Interventions 

We use evidence-based programmes such as Lexonik Leap and Flex to support learners with reading difficulties. Entry to these interventions is guided by reading assessments like the NGRT (New Group Reading Test). 

Supportive Classroom Strategies 

Teachers embed a range of tools to reduce barriers, including scaffolding, overlays, enlarged print, and scribing, to support full access to reading and writing tasks. 

Through our layered and inclusive approach to literacy, we ensure that every learner can make progress in reading fluency, comprehension, vocabulary, and overall confidence supporting success across the curriculum and beyond. 

Primary Literacy 

Intent 

At Raise Rochdale, we recognise that English skills, reading writing, speaking and listening underpin all elements of the curriculum and are essential life skills.  We aim to foster confident, fluent readers through the systematic teaching of phonics using Read Write Inc., while promoting a love of literature through exposure to high-quality, diverse texts.  We prioritise spoken language as a foundation for learning, supporting pupils to communicate clearly, listen actively and build vocabulary. Writing is taught progressively, with a focus on transcription, composition and grammar, tailored to individual needs and supported by personalised targets.  Our curriculum is inclusive, engaging and responsive, enabling pupils to overcome barriers, re-engage with learning and achieve well in English. It equips them with the language and literacy skills they need to succeed in education and in life 

Implementation  

Reading  

Through the teaching of systematic phonics, our aim is for every child to become a confident and competent reader.  Read, Write, Inc. (RWI) phonics provides the foundations of learning to make the development into fluent reading and writing easier.  Children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling.   The teaching of phonics and early reading is of high priority; children are taught at their own level, individually or in small groups, every day by trained teachers and learning support assistants.  Adults promote a love of reading by regularly reading aloud to children.  Children are exposed to a wide range of genres, through carefully selected texts which allow children to see themselves in stories and learn about other people’s lives and experiences.  Stories are chosen which enhance our curriculum, align with our nurturing approach to the development of children’s social, emotional and mental health and encourage children to explore feelings, emotions and relationships.      

Writing  

Considering the fundamental importance of speaking, listening, reading and writing in everyday life, we are dedicated to enabling our children to become successful writers.  We aim to foster an enjoyment of writing amongst our children, and a recognition of its value, through the provision of an ambitious curriculum.  We place the development of writing, directly linked to reading, at the centre of the curriculum, providing meaningful contexts and quality texts as the inspiration for writing. The writing assessment document and individual learner target cards facilitate the planning of small, sequenced steps.  These documents are referred to by teachers to ensure they know where each child is working, where their gaps are and what they need to learn next.  Children develop their writing by experiencing a range of genres and text types and exploring model texts guide independent writing.  We not only develop children’s writing in English lessons but create opportunities to practice in all subjects across the curriculum.    

Speaking and listening 

Speaking and Listening is embedded through daily RWI lessons where children orally rehearse sounds, words, and sentences.  Pupils participate in repeated reading and echo reading activities to develop fluency, articulation, and confidence in speech.  'Hold a sentence' activities promote listening precision and oral memory retention.  RWI promotes consistent routines for structured talk, turn-taking and respectful dialogue, meeting curriculum aims of attentive listening and expressing ideas clearly.  The use of ‘Fred Talk’ and oral blending supports vocabulary building and sound-to-word recognition.  Children are encouraged to speak in full sentences, using correct grammar and subject-specific vocabulary which is identified in topic knowledge organisers.  Across the wider curriculum at Raise Rochdale, modelled language structures, visual prompts, and scaffolded speaking frames ensure access for all pupils.  Pupils rehearse ideas orally before writing and use speaking frames to support clarity and cohesion.  Lessons are adapted to meet the needs of individual learners and pupils access pre-teaching or overlearning sessions to build confidence in spoken language when necessary.  Staff use visuals to support communication where needed.  Classrooms provide a language-rich environment, with opportunities for storytelling, role play, and structured discussions.  Adults model expressive, purposeful talk, reinforcing key language patterns and expectations. 

This approach ensures that all pupils at Raise Rochdale, including those with SEMH and communication needs, develop the essential speaking and listening skills outlined in the National Curriculum. 

Impact  

At Raise Rochdale, the impact of our English curriculum is measured through a range of carefully selected assessment tools that provide a comprehensive picture of pupil progress across reading, writing, speaking and listening.  Learners on the Read Write Inc. phonics programme are assessed half-termly to ensure rapid progress through the programme, with timely interventions in place for pupils who need additional support.  Pupil progress in reading, grammar, punctuation, and spelling is tracked using Testbase standardised assessments, enabling teachers to identify gaps and adapt planning to meet individual needs.  In writing, ongoing teacher assessment against curriculum criteria provides a clear understanding of each pupil’s development. This is further supported by the use of individual writing target cards, which enable learners to take ownership of their progress and work towards personalised, achievable next steps. 

Our approach ensures that assessment is purposeful and responsive, supporting all learner to make sustained progress in English and develop confidence and competence in their communication skills.