DEFINITION of MATHS and ENGLISH



CASTLEDAWSON

PRIMARY

SCHOOL

[pic]

Joint Literacy

& Numeracy Policy

Revised May 2019

Ratified by Board of Governors Date:

Signed:

CASTLEDAWSON PRIMARY SCHOOL

LITERACY and NUMERACY POLICY

Introduction

This policy sets out Castledawson Primary School’s principles, practices and provision for Literacy and Numeracy, both across the curriculum and within the Areas of Learning, Communication and Using Mathematics.

The School Improvement policy document, ‘Every School a Good School,’ (DE 2009) has outlined characteristics of what will be recognised as effective performance. This is reiterated in the key messages of the departments ‘Count, Read: Succeed’ Document, which focuses on improving Literacy and Numeracy through the following strands: § Child centred provision with Literacy and Numeracy at its core § High quality teaching and learning which supports raising pupil attainment in Literacy and Numeracy § Revised assessment arrangements that complement the curriculum and attach priority to progression in Literacy and Numeracy § Effective early intervention to address under achievement § A school connected to its local community by engaging parents, families and communities § Effectively sharing good practice.

One other requirement is that the school has a written policy making clear that the development and promotion of Literacy and Numeracy are whole school priorities. It is in this context that this policy is set.

Purpose

It is our intention that this policy will help all staff at Castledawson PS to achieve consistency to their approach of literacy and numeracy, a shared understanding of the standards and a desire to address the needs of all our pupils, including those who are underachieving, low achieving or over achieving to ensure all children develop their potential.

It clarifies the responsibilities for all stakeholders ensuring the support and development of language skills as regards Numeracy and Literacy. It reflects classroom practice in relation to the statutory learning experiences within our Northern Ireland Curriculum. We endeavour to raise standards for all, close the performance gap, develop the staff, improve the learning environment and transform education management. Research has shown that where a broad and balanced curriculum is provided, there is a stronger chance of standards in Literacy and Numeracy being raised, as opposed to schools where there has been a concentration of effort in only Literacy and Numeracy.

Staff in the school are aware of the need to provide a meaningful context for Literacy and Numeracy learning through a broad and balanced curriculum.

Ref: Count, Read: Succeed Para 4:8

This Policy aims to reflect our Literacy and Numeracy provision in line with the four characteristics of effectiveness as set out in Every School a Good School

i) Child-Centred Provision

ii) High Quality Teaching and Learning

iii) Effective Leadership

iv) A School Connected to its Local Community

DEFINITION of LITERACY

The ability to read and use written information and to write appropriately and legibly, taking account of different purposes, contexts, conventions and audiences. It involves the development of:

a) an integrated approach to the acquisition of talking, listening, reading and writing skills across the curriculum;

b) knowledge that allows the speaker, writer and reader to use language appropriate to different social situations;

c) formal and informal language across all areas of social interaction; and

d) the ability to read, understand and use information in multiple formats and platforms, including traditional print and on-screen information

DEFINITION of NUMERACY

The ability to apply appropriate mathematical skills and knowledge in familiar and unfamiliar contexts and in a range of settings throughout life, including the workplace. It involves the development of:

a) an understanding of key mathematical concepts and their inter-connectedness;

b) appropriate reasoning and problem-solving;

c) the proficient and appropriate use of methods and procedures (formal and informal, mental and written); and

d) active participation in the exploration of mathematical ideas and models.

Practices

a) All staff has high expectations of all pupils. In order to meet this requirement, we in Castledawson Primary School carry out the following practices:

• Rigorous analysis of standardised test scores in January and June with whole staff.

• NRIT/ CAT4 results analysed against PTE/PTM Scores by all staff.

• List of low and underachievers collated based on analysis of NRIT/ CAT4 and PTE/PTM scores (a difference of 10 or more). Target groups identified and planned for.

• Assessment Manager used by all staff to track pupil progress from P3-P7.

• Benchmarking our school against NI End of KS Results.

• Tracking used across levels of progression.

• Differentiated teaching in class lessons and for homework.

• Differentiation for Numeracy and Literacy highlighted in weekly planners.

• Progressive schemes in place for Literacy & Numeracy and used by all staff.

• Thorough record keeping in place with information passed to the next teacher.

• Marking policy devised and reviewed bi-annually.

• All children are given verbal and written feedback which outlines how to improve upon their work.

• Assessment files and portfolios are passed to next teacher.

• Sharing of good practice among staff.

• Pupil voice/ involvement in setting individual targets.

• Celebration of pupil achievements in each classroom and in assembly.

• Learning intentions and success criteria shared with pupils and (where appropriate) recorded on board for pupils to see while working.

• Ensure children know how to improve.

• Teachers regularly evaluate plans to inform planning and reflect on pupils’ learning.

• There are progressive schemes of work and these will be updated to incorporate the appropriate levels of progression for Communication and Using Mathematics.

b) The school has a written policy making clear that the development and promotion of literacy and numeracy are whole-school priorities.

• The joint literacy and numeracy policy has been drawn up in collaboration with all staff and we plan to review it regularly.

• The policy clarifies all roles and responsibilities to support its effective implementation.

c) There is a culture of accountability for literacy and numeracy outcomes at Senior Leadership Team Level and throughout the school.

• Literacy & Numeracy co-ordinators are members of the SLT and are clear of their responsibilities.

• Literacy and Numeracy Co-ordinators devise action plans and these form an integral part of school development planning on an annual basis.

• Action plans are regularly reviewed by all staff and adjustments made to ensure that targets can be met.

• All teachers take responsibility for the progress of all children in their class.

• Governors have been appointed curricular roles.

• SDP/ Action Plans are reviewed throughout the year to make adjustments and to ensure that the targets are being met.

• Co-ordinators evaluate progress and this evaluation is presented to Board of Governors.

• Board of Governors are aware of targets and informed of achievements by the coordinators at the end of the academic year.

• Co-ordinators lead audits at beginning of new School Development Cycle and as and when required.

• Coordinators are involved in the analysis of data, tracking pupil performance, promoting self-evaluation and setting targets to bring about improvement.

d) ‘The School Development Plan has baseline positions, clear outcomes, annual SMART targets for literacy and numeracy, linked to action plans setting out the strategies that will deliver the intended improvements.’

• In collaboration with all the stakeholders the School Development Plan is drawn in a three-year cycle.

• Whole school meeting is held at end of summer term to evaluate previous SDP targets and a whole school meeting is held at beginning of new school term to set new SDP targets.

• New targets for Literacy and Numeracy devised, shared and agreed by all staff.

• Clear action plans for Literacy and Numeracy devised by Literacy and Numeracy Co-ordinators.

• SDP and Action Plans regularly evaluated termly by all staff.

• Informal, regular meetings with the SLT to discuss the SDP targets and updates.

• The Board of Governors are involved in evaluation of school development targets annually.

• We bench-mark against N. I. End of Key Stage results.

• Impact on children’s learning is clearly monitored through Booklooks, classroom observations and whole school feedback.

• Principal and Coordinators gather evidence of children’s work to ensure progression.

e) Every teacher has annually reviewed development objectives, linked to the School Development Plan (particularly, where appropriate, the Literacy and Numeracy targets.)

• Teachers will use Literacy and/or Numeracy targets as part of their PRSD objectives every year.

f) Teacher undertake robust tracking and monitoring of pupil’s work with particular focus on Literacy and Numeracy, using statutory and other assessment tools alongside their own professional development.

• Assessment tasks, PTE / PTM / NRIT (P3)/ CAT4 (P4 – 7), NGRT (Jan and May) and Single Word Spelling standardised tests are completed in either September or May and all data analysed by staff

• PASS test undertaken with all pupils annually

• P2 – MIST and WRAPS

• FS teachers use non- statutory progression grids derived from purple box to track progress in Literacy as well as BVPS picture test

• Running records are administered as required

• Numeracy Support Programme – Catch Up

• Reading Partners Programme and Salford Reading Test

• IEPs drawn up and reviewed termly by teachers and SENCo.

• Targets set for all children in class - target setting proforma

• STAR reading scores from AR

• Assessment Manager used by all staff and all understand the traffic light system.

• Planners include detailed evaluations and indicate how to improve.

• Evaluations are reviewed by the Literacy & Numeracy co-ordinators.

• Pupil portfolios in place.

• Records passed between teachers in June regarding individuals academic progress.

• SENCO, SEN Teacher and class teacher all work together.

• Guided reading records show differentiation.

Teachers assess children daily in line with the requirements set out in the school’s Assessment and Marking Policies.

Summative assessment enables teachers to recognise children’s achievement at given points in time and it is this information that is used to track and monitor individual pupil progress. The school uses systems such as SIMS to track pupil progress regularly and effectively. Teachers use a wide variety of Formative and Summative Assessment evidence in order to determine levels at which children are working at in both Literacy and Numeracy. Having determined these levels at the beginning of each year enables teachers to provide teaching and learning experiences in line with pupil requirements.

g) In conjunction with the Literacy and Numeracy Co-ordinators, there are opportunities for teachers to share and learn from good practice.

• There is a supportive environment and ethos among all staff.

• Teachers discuss ideas and plan together.

• Planners are available electronically on the school public network.

• All staff are willing to share their fears informally with each other.

• Course information is disseminated at the next staff meeting or training day.

• Staff are given feedback from the monitoring of planners and evaluations by coordinators.

• Teachers share resources and ideas.

• Displays are used to share good practice.

• Peer observation, as part of PRSD.

• Celebrate staff success.

• Visit other schools in order to seek advice before taking on new initiatives.

h) Arrangements, which include pastoral support and special educational needs, are in place to provide support as early as possible to pupils that need additional help.

• Informal P1 baseline assessment and parent meeting (Sept).

• Induction programme for Primary 1 and new pupils.

• Early referral to RISE.

• Induction day for P1 parents- preparing for school (June).

• Reading partnership parents meeting (Oct).

• Classroom assistants trained in reading partnership programme and Catch Up Numeracy.

• Pupils identified and timetabled for reading partnership programme.

• Target children identified from anaylsis of PTE / PTM / NRIT/ CAT4 tests.

• Links with all support agencies eg LTSS, ASD service, RISE, Ed Psychology, Social services.

• Empower courses to support staff and parents.

• Transition programme for Primary 7 children.

• Nurturing strategies whole school and nurture provision provided for more targeted support

• Parent Interviews in October and February including IEP review meetings.

• Meetings are arranged for the parents of children with additional needs as necessary.

• Liaison with RISE.

• Liaison with Educational Psychologists.

• Liaison with staff from the Literacy Teaching Support Service (LTSS)

• Teachers regularly liaise with SENCo on relevant issues.

• Circle Time and Class/ School Council.

• Buddy System in place.

i) The school develops effective links with the families and communities it serves.

We promote and encourage strong links with parents in order to support pupil learning. These include:

• School website and tips for parents, along with policies, etc.

• Social Media.

• SeeSaw App.

• School newsletter.

• School calendar of events.

• School premises used for events.

• Parent workshops.

• Parent Teacher Association.

• Parent Meetings.

• Parent Surveys/ working groups.

• Home/school communication book where required.

• Liason with parents regarding homeworks eg homework diaries, homework policy, reading record book.

• A written formal report in June.

• Homework diaries for comment exchange.

• Consultation / consent for intervention programmes.

• Liaison with Outside Agencies.

• Open Assemblies and Open Learning Day.

• School concerts and participation in local community events.

• School trips.

• Joint activities with other local schools – post primary links with Rainey Endowed, pre-school links with Kiddies Castle.

• Links with local businesses – Moyola Precision Engineering.

• Entering local business competitions.

• Links with local clergy and churches.

• Shared Education, Signature Project with New Row PS.

• Extra-curricular activities.

• Grandparents Dinner, Vintage Tea party, STEM event for dads, playground morning for mums, coffee mornings

• Literacy and Numeracy event days – World Book Day, World Maths Day.

• Curriculum Information Meetings.

• Parent volunteers.

• School events promoted in local press.

• Annual fireworks display/ Barn dance, Treasure Hunt, Town Challenges – Community events

• Principal attends local Principal Association meetings.

• Effective complaints policy available for parents.

j) In Castledawson Primary School, there is a systematic programme of high-quality phonics.

• There is a phonological awareness programme developed for P1 children – Jolly Phonics.

• There is a phonics programme devised from P2 – P7 – Linguistic Phonics

Provide high quality teaching for all pupils

All teachers in Castledawson Primary School are committed to providing high-quality teaching for all pupils:

• As staff of Castledawson Primary School our roles within the school are clearly defined in order to provide high-quality teaching for all pupils

• There is shared leadership in our school. The Principal and Coordinators have clearly defined roles and responsibilities in terms of their area of learning.

• The roles and responsibilities have been defined in consultation and link to the school aims and vision.

• Financial provision to support Literacy and Numeracy is planned based on reviews and audits of need.

• Co-ordinators for Literacy and Numeracy in conjunction with all staff, evaluate the action plan which has been devised to raise standards and provide effective teaching and learning experiences for pupils each term.

• Performance Review and Staff Development (PRSD) targets are used to raise standards in Literacy and Numeracy.

In Castledawson PS, the Northern Ireland Curriculum Primary document is used to guide the teaching and learning of Literacy and Numeracy. This includes using:

• Assessment for Learning strategies

• Thinking Skills

• Active Learning

Assessment for Learning Strategies

This involves sharing learning intentions will children and including them in the writing of success criteria. Effective questioning, peer and self-assessment, plenaries and reflections are all key strategies used to gauge understanding. Thinking Skills Thinking Skills are highlighted in planners and permeate all curriculum areas.

Active Learning A range of organisational approaches, including group work, individual work, collaborative work and whole class teaching are used to ensure that all needs and learning styles are properly addressed. Differentiated tasks and materials are planned and are evident in half-termly planners. The pace of work is planned so that all children will learn effectively and achieve success. High achievers are given challenging work to help them reach their full potential. The key strategies of modelled, shared and guided teaching are used to develop Language and Literacy. The use of practical materials, language development, symbolic representation and application all help develop mathematical concepts. Literacy and Numeracy tasks are included in Play Based and Activity based learning in Foundation and Key Stage 1 to promote active learning.

Each teacher within Castledawson PS has high expectations for all children and the personalised approach to learning ensures that all children experience and build upon success as they develop their literacy and numeracy skills to the best of their ability. Pupils who have already been identified as having a special educational need should have their individual requirements accommodated through appropriate differentiation, drawing on support already in place.

Teachers, drawing on their professional expertise use a variety of teaching strategies including whole-class teaching, cooperative small group work and individual work, differentiated where appropriate. Learning can take place in the classroom or outdoors where children have the opportunity to relate their learning to real life experiences and develop problem solving skills. This varied approach recognises that different children and young people learn in different ways and there is no single approach to teaching that will suit all pupils.

The pace and challenge of the work is planned in such a way that it enables all children to have an opportunity to learn effectively, make appropriate progress and achieve success. Children understand the intended learning outcomes and success criteria against which their progress will be assessed. Children also have the opportunity to evaluate their own progress in line with AFL procedures.

In accordance with the school’s assessment policy teachers use both qualitative and quantitative data to monitor pupil progress. Systems in place ensure that children who are not meeting expectations are quickly identified and interventions subsequently put in place. On going formative assessment also enables teachers to ascertain children’s development in literacy and numeracy and these reflections and actions taken are noted in both weekly and half-termly planners. Also in place:

• Progressive schemes of work in place for Literacy and Numeracy.

• Effective planning for all subjects, including differentiation.

• Detailed evaluations used to inform future planning.

• Benchmarking and target setting for each year group.

• Effective use of practical resources.

• Range of resources and teaching styles to suit all types of learner.

• Learning intentions and success criteria shared with pupils.

• Levels of progression shared with pupils so they know how to improve.

• Assessment for Learning strategies in use eg traffic lights system, thumbs up, personal targets set, KWL boards.

• Effective questioning techniques in place.

Monitoring and Evaluating

Monitoring and evaluating are integral parts of the teaching and learning in our school and are the responsibility of all members of staff. The coordinator will oversee the progress we are making towards fulfilling our aims. This will be achieved through:

• The coordinator team teaching in each classroom;

• The coordinator visiting classes throughout the school – learning walk,

• Evaluation of pieces of work (internal standardization);

• Displays of work in a particular AT or area of Mathematics;

• Collecting a selection of exercise books;

• Informal discussions with staff;

• Discussions with pupils;

• Formal meetings;

• Regular reviews of the Action Plan;

• Review by the co-coordinator of teachers’ planning;

• Learning walks carried out;

• Written/ oral report to governors.

The evidence, which we gather through these monitoring procedures, will be evaluated regularly in order to inform future planning. We will ensure that the pupils’ work is of a high standard and that these standards are evaluated, maintained and improved. We intend to do this through:

• The sharing of learning intentions and success criteria;

• Formative assessment;

• NFER results;

• End of Key Stage Assessment results;

• Internal standardization procedures;

• Formal and informal assessment undertaken as part of normal classroom teaching;

• Observation of practical activities;

• Discussion with pupils including pupils’ self evaluation and assessment;

• Quality marking of pupils’ work including discussion on areas for improvement. Time will be allocated for pupils to reflect and to respond to teachers’ comments. Parents and pupils aware of marking policy.

• Regular, detailed and comprehensive information given to parents about a pupil’s achievement and progress.

Curriculum Planning

There are clear and coherent overviews/schemes of work in each year group supporting the work of individual teachers and the staff collectively. The teachers, with the support of the Literacy and Numeracy co-ordinators, have ensured the children at Castledawson PS progress through each of the two subject areas in a way that builds upon prior learning experiences and hence continuity and progression in the children’s learning is secured. The content within the schemes of work emanates from the requirements determined by the NI curriculum. From the schemes of work and yearly overviews, teachers create their half-termly and weekly planning. Schemes are sufficiently detailed to ensure a range of teaching and learning approaches are used throughout the school hence accommodating the individual and preferred learning styles of the children. The Medium-Term Plans and Weekly Plans are detailed and include:

- differentiation

- connectedness to other areas of the curriculum

- methods and strategies

- resources

- learning intentions and success criteria

- role of Classroom Assistant

- Use of ICT

- TS&PC

- Outdoor Learning

Time is provided on a weekly basis for teachers to evaluate teaching and learning approaches and plan for further experiences. This evaluating and planning ensures learning experiences to which the children are exposed are exciting, dynamic and ensures learning intentions are secured with excellent levels of success.

Target Setting/ Management of Data

At the beginning of each academic year, all teachers from P3 upwards determine the percentage of children working at different levels using guidance and support from the Assessment, Literacy and Numeracy Co-ordinators. Teachers then predict the levels at which children should be working within by June provided good progress is made in Literacy and Numeracy. The Assessment Co-ordinator closely monitors the predictions and targets achieved and assists teachers in using the diagnostic aspect of assessment data to further promote the personalised learning culture that exits for each and every child at Castledawson PS. Whole school targets are set in subject areas, class targets are set and individual targets set using data as evidence and other means of self-evaluation. Individual targets are shared with parents at first parent teacher meeting at start of year and whole school targets are displayed on parent and child friendly School Development Plan notice board. Parents are also made aware of whole school targets in annual start of year information meeting.

Individual target setting is further enhanced by teachers using appropriate assessment data to identify children who are potentially ‘underachieving,’ ‘overachieving’ or ‘on target’ in both Literacy and Numeracy. Reasons for underperformance are thoroughly investigated and targets are put in place for each for every child identified. In-depth analysis is complemented with strategies to secure improvement in children’s learning and these can be identified within weekly planning notes.

Targets are set for each child who are all grouped according to stanines. The stanines help the class teacher realise which children are in the extension groups, core group and support group. Children are grouped and targeted in class with differentiated work to challenge and support accordingly. Children may be underachieving or over achieving within these groups and they are catered for. Booster groups are created for Stanine 4 children to help raise attainment. Reading Partners and Catch-up numeracy are intervention programmes for children who need additional support to build confidence. Whole school data is monitored closely by the Assessment Co-ordinator alongside key coordinators and shared with a variety of school stakeholders.

Assessment data is used effectively to identify areas for improvement identified within the school’s SDP. The action planning process to secure improvement in identified areas has to date been most effective as reflected by Assessment Data.

The Assessment Co-ordinator also uses end of Key Stage results to bench mark the school against ‘like’ schools and against its own performance. All target setting is sent to the EA to be verified. The Assessment Coordinator will submit targets for Literacy and Numeracy.

Children at Castledawson PS also determine their own Literacy and Numeracy targets to be achieved on a termly basis using the support and guidance from their class teachers on how to improve. Children respond well to trying to secure evidence-based improvement in their identified areas. Targets are displayed on desks as visual reminders.

Professional Development Opportunities for all Staff

In line with the targets identified in the SDP, staff training is key to securing school improvement within Castledawson PS. Training is used to inspire and motivate teachers in their efforts. Training provided responds to the needs of the staff as identified by audits and questionnaires completed in the Summer Term. This of course compliments all other qualitative and quantitative data collated to determine the development needs within the school as determined in the SDP. Co-ordinators, teachers and classroom assistants have opportunity to attend training and disseminate information accordingly. Strategies to be implemented throughout the school will have been tried and tested in order to provide staff with evidence based rationales therefore securing their commitment to the strategies and initiatives being implemented to ensure improvement.

Time is dedicated to staff sharing their classroom experiences and this contributes to the strong learning culture within Castledawson PS where staff learn from, and support one another in their professional development. Monitoring and evaluating strategies already mentioned also actively support staff in their development. Teachers have commented that they value the opportunity to learn from and share experiences with fellow practitioners. We hope to extend this practice during our Shared Education journey with a neighbouring primary school and therefore develop the idea of ‘shared expertise and resources’ to raise standards.

Each year staff use a generic PRSD target to support their work relating to the ‘pupil and curriculum’ element of this programme. This target is always derived from development work being undertaken in either Literacy and Numeracy and hence compliments work being undertaken within the context of the SDP.

The Co-ordinators for Literacy and Numeracy, class teachers and classroom assistants are greatly encouraged to continue their professional development by attending appropriate in-service whether provided externally or devised within school.

The Teacher Tutor supports Beginning Teachers as well as students on School Experience. She observes lessons, provides feedback and shares good examples seen, with all teachers.

We in Castledawson Primary School address underachievement as soon as it emerges and address continuing underachievement with support with other staff in the school

Through teacher professional judgement and use of Summative assessment data, underachievement is quickly identified and addressed within Castledawson PS.

Data is used to track individual pupil performance and inform planning on a subject, Key Stage and class basis. When underachievement is identified, diagnostic assessments are used to pinpoint a child’s difficulties. Underperforming pupils, whether with high, average or low ability, are supported with differentiated learning devised for them. All children are placed in groups – Extension, Core or Support groups and are catered for accordingly with small group/ one-to-one support.

This tracking is reviewed in February and at the end of the school year. In addition:

• Staff meetings are set aside for sharing of practice in Literacy and Numeracy. Teachers interrogate data and agree strategies for individual and groups working in class.

• Ensure staff are trained in analysing data and identifying underachievers, recognising barriers for learning for children e.g. attendance, lack of home support, behaviour and these are addressed accordingly with advice from Pastoral Care leader and SENCo/ Child Protection if necessary

• Review resources – are additional or different required?

• Provide quality oral and written feedback which informs the child of their progress and next steps in learning

• Review what next steps are needed for supporting the child along with SMART targets for realistic achievement

• Ensure differentiated planning

• Encourage self-reflection

• Use open ended questions to encourage understanding

• Consider additional work which may be required for home support

• Introduce extra support programmes provided by classroom assistants or other adults

• Half termly assessments and monitor progress.

• Informal chats with the SENCO regarding any individuals causing concerns with view of placing on SEN register if necessary and accessing appropriate support from outside agencies.

• Meetings with parents

Effective Communication

• The SDP is shared with all staff and parents and with pupils in a child friendly version.

• The SDP is contributed to by Co-ordinators for Literacy and Numeracy.

• The SDP is checked regularly by the SLT termly

• The Co-ordinator files provided by Literacy and Numeracy Co-ordinators are reviewed by the Principal.

• The schedule of staff meetings includes specific meetings for Literacy and Numeracy and minutes are retained.

• The action plans for Literacy and Numeracy are shared on the school public area

• Each year the Numeracy, Literacy and Assessment co-ordinators meet with the B.O.G to justify and explain decision making within the context of the SDP.

• The B.O.G. are very supportive of the co-ordinators and take their responsibilities seriously with regards to determining the strategic direction in which the school is moving.

• Development work is further supported by the financial arrangements that are put into place to support ongoing work within the school’s SDP.

• Appointed governors in particular curriculum areas support literacy, numeracy and assessment have regular input and attend relevant staff meetings.

Monitoring and Evaluation of Policy

The Literacy and Numeracy Policy will be:

• Regularly reviewed and updated in consultation with staff, particularly Literacy, Numeracy, Assessment and SENCO;

• Presented to the Board of Governors regularly

• Shared with parents

• In line with the whole school ‘teaching and learning’ policy

• The Literacy and Numeracy co-ordinators will meet with all new staff to discuss this policy to enable all new staff to be certain of our school’s approach to Literacy and Numeracy.

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