Chellaston Infant School School Lane, Chellaston DERBY, DE73 6TA. SPEAKING & LISTENING POLICY Reviewed Summer2013 Literacy Team.

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1 Chellaston Infant School School Lane, Chellaston DERBY, DE73 6TA Acting Headteacher: Lindsay Galley Telephone: SPEAKING & LISTENING POLICY Reviewed Summer2013 Literacy Team MISSION STATEMENT At Chellaston Infant School we believe that everyone will reach their full potential in a safe, fun and happy environment which promotes independence, self worth and excellence. Everyone is a learner whose values are respected. Come In Succeed 1. AIMS Our aim is to produce children who are confident in their use of language and who are able to communicate effectively and clearly in a style appropriate to the situation. We aim to develop their skills in: Listening attentively Commenting appropriately on what they hear Interpreting and understanding what they hear Speaking confidently in a range of situations and to a variety of audiences Taking turns to speak Appreciating another person s point of view and above all, enjoying using and appreciating our rich, spoken language. 2. PLANNING The Primary framework provides the long term content of what should be taught in speaking and listening at KS1 with further detail and guidance in the Primary Framework. A great range of diverse communication skills are required and activities planned to develop them. Our work complies with statutory requirements and activities are included on weekly literacy planners to show how objectives are to be met. By its unique nature speaking and listening is cross-curricular and therefore spans the whole timetable and is not confined to literacy lessons. However to ensure that progressive skills are developed throughout the Key Stage, specific activities should be designed to teach those skills explicitly and the children s performance in them assessed, so that further activities can be adapted to needs. Suggestions for extension and reinforcement are given. 3. ICT Use of appropriate ICT media can enhance and enrich learning, providing opportunities for individual, group and class activity. Every classroom is equipped with an interactive whiteboard and PC/Laptops and we have a wide range of software to support learning. There are listening centres for CD use, voices/sounds can be recorded and many programs have a voice facility enabling children to see and hear text and instructions. Simple USB microphones can be used to record children speaking. New equipment is reviewed and purchased regularly. 4. EQUAL OPPORTUNITIES & INCLUSION All children have the opportunity to take part in speaking and listening activities. Those requiring extra help in specific areas will be identified initially by the class teacher and referred to the SEN co-ordinator.

2 Access to speech therapists can be gained through referral by the school, so that more detailed assessment can be made and activities planned to meet more specific language objectives. This may also involve the Educational Psychologist and regular meetings with parents, discussing progress made and adapting the Multi- Element Plans. Details of children on the Special Needs Register are held by the Head, SEN co-ordinator and class teacher. Some children follow specific language programmes led by HLTA Mandy Barson, when their needs have been assessed and identified using Language Link" software in partnership with the Speech Therapy Service GIFTED & TALENTED CHILDREN Class teachers will liaise with the Literacy Team and the Gifted and Talented co-ordinator to ensure individuals needs are met and that appropriate targets are set and reviewed regularly. Class teachers and teaching assistants will be mindful of the extra needs of gifted and talented children and will differentiate questions and activities to allow for further progression and challenge. (Please also refer to the school s Gifted and Talented policy). 5. HEALTH AND SAFETY & RISK ASSESSMENT The teacher should ensure that the learning environment is safe for all involved and check specific resources before use e.g. electrical appliances. 6. CONTINUITY & PROGRESSION The objectives outlined in the speaking and listening documents are progressive and through their use across the year groups there is continuity within the key stage. As with other areas of literacy children will not necessarily develop skills at the same rate as they move year groups, so the activities are broadly divided, with opportunities for reinforcement where necessary. Recording performance in specific activities and passing this to the next teacher ensures that children do not repeat activities or skills they have already mastered. 7. ASSESSMENT, RECORDING & REPORTING A lot of assessment is continuous during the whole range of curriculum activities in school. More formal assessments and records of progress are found in: Weekly literacy planners annotated by teachers may show notes on individual children recording strengths/weaknesses in specific activities e.g. news discussions Weekly year group evaluations Half-termly evaluations Primary Framework levels recorded on e¹ system English speaking and listening APP record sheet completed at end of each term EYFS communication and language assessments End of KS1 SATs assessments Comments on pupil progress are included in the annual report to parents ATTAINMENT TARGET 1: SPEAKING & LISTENING Level 1 Pupils talk about matters of immediate interest. They listen to others and usually respond appropriately. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail. Level 2 Pupils begin to show confidence in talking and listening, particularly where the topics interest them. On occasions, they show awareness of the needs of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used.

3 Level 3 Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion, they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. They are beginning to be aware of standard English and when it is used. 8. MONITORING The Headteacher monitors Year Group and individual planning, checking that the literacy objectives are met appropriately. Following each half term s work, evaluations are read and issues raised, noted and dealt with as necessary by the Literacy Team. Regular focused observations of literacy teaching are made by the Headteacher, the Literacy Team and members of the Senior Management Team. Through these observations the quality of teaching is monitored. Issues raised are fed back to staff individually and through staff meetings. The scheme of work is reviewed every two years. The Literacy Team members attend relevant inset and feed back to staff as appropriate including delivering school-based inset. Agreed by Staff: Summer 2013 Agreed by Governors: Summer 2013 Date of Next Review: Summer 2016

4 APPENDIX SCHEME OF WORK We concentrate on the four key areas identified in Speaking, Listening, Learning Working with Children in Key Stage 1 and 2 (2003) and detailed in the Primary Framework. These are: Speaking Listening Group discussion and interaction Drama This forms the basis of our medium-term planning completed each half term. Teachers then organise a variety of activities to teach the required skills including class, group and individual work both within literacy lessons and in cross- curricular activities for Year 1 and 2 through: Shared reading of a text as a class Word work including phonics, sentence construction, grammar and vocabulary activities Individual or group activities on specific objectives The Plenary to reinforce teaching points and aid assessment. Foundation Stage children follow a similar range of activities throughout the day building on the Early Learning Goals and gradually progress to the longer literacy lessons as appropriate. It is important to state that within a class there will be a range of abilities in speaking and listening skills developing and progressing individually, at differing rates. Thus our scheme is only broadly divided into year groups. THE ROLE OF THE TEACHER As in other areas of the curriculum the teacher has a powerful and direct influence on children s learning and should ensure expectations are made explicit to the children. She can: Act as a model speaker demonstrating desired conventions in action and giving opportunities for interaction Act as a model listener demonstrating attentiveness and commenting appropriately on what is heard. Encourage and manage sensitive interaction, supporting children with difficulties in these areas and helping them to achieve. 1. FOUNDATION STAGE Assessment in Early Years Foundation Stage (EYFS) Assessment plays an important part in helping parents, carers and practitioners to recognise children s progress, understand their needs, and to plan activities and support. Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about children s progress and observations that parents and carers share. At the end of the Foundation Stage all pupils will be assessed against the Early Learning Goal (ELG) for communication and language which is Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Understanding: Children follow instructions involving several ideas or actions. They answer how and why questions about their experiences and in response to stories or events. Speaking: Children express themselves effectively, showing awareness of listeners needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

5 Pupils progress will be assessed as either emerging, expected or exceeding further exemplification of this can be found at 2. YEARS 1 AND 2 For Year 1 and Year 2 a sequence of progressive activities which meet the range of contexts, purposes and experiences needed are given, concentrating on the four areas also identified within the Primary Framework: speaking for different audiences (friends, class, teachers, other adults); listening and responding (to peers, adults, broadcast and taped stimuli); discussion and group interaction (different settings, varying numbers and levels of formality); drama activities (improvisation, role-play, writing and performing scripted drama). In using Learn to Learn approaches across the curriculum we have many opportunities to develop and assess children s Speaking and Listening skills and details of these activities will be found on daily plans. RESOURCES Listening centres e Sounds Lotto game in SEN resources (cupboard by Room 5). Selection of CD s tapes and books (some one copy, some with six books) for listening. Oxford Reading Tree story tapes Stage 2, 3 & 4 core stories and Stage 4 more stories. Oxford Rhyme & Analogy tapes (On top of the Guided Reading shelves) Ideas for activities to develop listening skills in music scheme handbooks and Earwiggo by Jan Holdstock (staff room) Resources are checked regularly and replaced as necessary. New resources are evaluated and acquired if appropriate and funding is available. USB microphones to record and download children s voices.