Literacy and Numeracy
Literacy and communication is a whole school focus at Orchardside.
We believe that speech, language and social communication skills, are the foundation to becoming a literate learner. Orchardside recognises the link between language difficulties and challenging behaviour. We also acknowledge that many of our young people have unidentified speech, language, literacy and social communication needs. This has a profound impact on their educational outcomes, social outcomes, employability and mental health.
Our school aims to create a communication friendly environment that enriches our learners’ relationship with language by maximising every opportunity we have to promote speech, language, literacy and social communication skills. We believe that by identifying and addressing these needs, our learners will have an opportunity to improve their future outcomes and also challenge low aspiration.
We aim to ensure all our staff working with students have the expertise to improve the literacy skills of our students in all lessons. Members of staff are now Elklan practitioners enabling the school to be more effective in their support of children with Speech Language and Communication Needs (SLCN). Orchardside practitioners use the accredited programme to differentiate the literacy curriculum effectively by personalised learning embedding this knowledge in targeted interventions.
We are due to offer all staff high, quality Elkan training and resources tailored by our Speech and Language Therapist in 2020.
We have a very clear process of identifying and assessing the needs of all students. Analysis by SEND intervention team determine the severity of need and what level of provision the learner should access. Progress is monitored and reviewed weekly.
For students needing immediate support with their literacy skills, we have individual programmes delivering the following tailored schemes to quickly raise the student’s ability to effectively engage in the curriculum:
- Weekly focus on Literacy through Tutor Time
- Lexia reading programme
- Catch-Up Literacy
- Language For Thinking
Our Assessment and Marking Policy requires teachers to be supporting students’ improvements in Literacy through their regular assessment practices.
We have secured the service of a Speech and Language Therapist to work with individual pupils on improving their communication skills and understanding the structure of language and communication. This will further secure improvements in the levels of literacy of those students supported in this work.
Our Pupil Premium funding has been used to support these initiatives and impact on closing the gap in attainment of those disadvantaged students.
Literacy is fundamental, not only to our students personal and social development, but also their ability to understand, evaluate, dissect and disseminate knowledge consequently empowering them to function effectively in society and cultivate the tools necessary for a happy and successful life.
Orchardside is dedicated to raising the standards of numeracy of all of its students. We want our students to be confident and proficient in the use of numeracy to support their learning in all areas of the curriculum and to develop the skills necessary to cope successfully with the demands of further education, employment, and adult life.
Numeracy permeates a wide range of different skills and concepts and therefore will form a fundamental part of a students’ learning. Numeracy will be strengthened and enhanced through opportunities to apply and develop numeracy skills across the curriculum (in all subjects). Poor numeracy skills hold back students’ progress and can lower their self- esteem.
All teachers and support staff have a role to play in supporting students’ progress in numeracy. Particular emphasis is placed on the application of numerical skills in real life and practical situations.
A whole school approach to developing numeracy supports the aims of the school by:
- Ensuring students are able to access the curriculum
- Ensuring that students make progress
- Ensuring students are confident and independent learners
The intent of our whole-school numeracy policy is to:
- develop, maintain, and improve standards of numeracy across the school
- ensure consistency of practice including methods, vocabulary, and notation etc. across the school
- source areas for collaboration between subjects
- support the transfer of students’ knowledge, skills and understanding between subjects
- To improve numeracy skills of all students and thus empowering them to access the curriculum in a more effective, engaging, and dynamic manner.
- To establish and maintain high, consistent expectations across the curriculum and in turn raising standards across all subjects
- To develop student’s numeracy skills, ensuring students are flexible thinkers and can apply mathematical concepts to help them solve real life problems
- To support students with weak numeracy skills through intervention strategies
- To develop students’ confidence and raise their self-esteem
- To prepare students for life in a data led society by ensuring that independent numeracy skills are taught, developed, and applied.
For students needing support with their numerical skills, we have the following personalised learning programmes. These are used alongside math lessons to fill gaps, consolidate learning, and practice skills:
As targeted interventions, these will raise students’ abilities to engage with math skills needed in all lessons effectively.
Numerical skills are not only essential to academic studies, but also for the ability to be successful mathematicians in everyday life skills such as budgeting, time-management, understand taxes and salaries as well as mortgages. This will empower students with the skills to operate in society effectively and empower them to lead successful lives.