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What Literacy looks like in Holmer C of E Academy




What literacy looks like in our school:

  • Differentiated ability groupings, however provision for flexibility to enable children to work with different people over the course of time, depending on their skills/confidence in the different focuses.
  • Each class follows Talk for Writing through the whole school approach.
  • Talk for Writing displays are interactive and relevant, displaying the key features of the specific focus the class are working on.
  • Daily retrieval, inference and choice questions (RIC) based on text and a range of stimuli.
  • Streamed spelling groups tailored to meet the children’s needs in Key Stage Two.
  • Daily phonic sessions in Key Stage One which follows Read Write Inc. This is used throughout Key Stage 2 where necessary.
  • Year 6 receive “Basic grammar” sessions on a daily basis to revise and embed grammatical terminology and practise new skills learnt.


This is how it works:

  • Planning is tailored to the class’ needs, using the teacher and teaching assistance to support where necessary.
  • Hot and cold tasks are used to measure entry and exit (pre and post teaching) as a measure of progress.
  • Teachers plan their genre and go through the process of imitation, innovation and invention.
  • Each literacy lesson relies heavily on teachers modelling and demonstrating the expectations they are looking for. Their modelling will show children how they can use the specific focus for the day that is displayed through their next step.


This is our philosophy:

  • Providing children with the exposure to different types of tale leading to…
  • Confident story tellers through imitation…
  • Providing children with the language and structure of texts which will…
  • Lead onto the teacher modelling through innovation…
  • Before giving children the opportunity to write their own during invention.
  • This process will help children to be happy, confident story tellers who can transfer these skills into their writing.


  • This is what we do:
  • Planning document includes discrete focus on 3 aims of curriculum- Fluency, Reasoning and Problem Solving; reflection to then steer next steps learning and planning
  • Positive use of mistakes/misconceptions- learning environment
  • Regular book scrutiny, learning walks, planning audits, pupil perceptions, staff audit
  • Whole school PD
  • Celebrate writing through “Publishing Day.”
  • Celebrate world famous occasions such as World Book Day.
  • Have termly moderation meetings on an intra and inter school basis


This is what you might typically see

  • Happy and engaged learners
  • Orally rehearsal of different tales through actions
  • Modelled text on the walls/washing lines.
  • Lots of practise of written skills linked to the year group
  • Paired/group work
  • A range of different activities including practical and use of technology
  • Engagement and perseverance
  • Self-motivated children
  • Children talking about, sharing and reflecting on their learning


This is how we know how well our pupils are doing:

  • Tracking
  • Pupil progress meetings
  • Teacher assessment/ targets
  • Marking and feedback
  • Photo evidence/QR codes linking to videos of practical maths – well annotated either by child (KS2) or teacher (KS1)  
  • Targeted use of TAs- TAs noting and recording observations of individual children


This is the impact of the teaching:

  • Confident children who can talk about their writing
  • Children have a greater understanding of the different types of tale
  • Children who are enjoying their learning in literacy
  • Being able to demonstrate and transfer these skills across the curriculum within the foundation subjects


This is how we use intervention

For children requiring a ‘block’ of intervention:

  • Children are identified at pupil progress meetings if they are falling behind
  • Clear targets are highlighted and prioritised
  • Small group/1-1 TA support then put into place with specific targets for the group

For all other children:

  • We use teacher and self-assessment to quickly identify any child who requires additional support in specific areas.
  • Then they receive pre-teaching or immediate intervention to ensure they have sufficient skills in place to access the next teaching.


This is how we challenge the higher attainers/rapid graspers:

  • Differentiation planned from very start of lesson
  • Small group work to further challenge
  • Specific teaching that revolves around more complex and challenging texts
  • Specific skills are taught that allow the children to demonstrate working above age expectation