Victoria Park Primary School

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Literacy policy



Literacy Policy



Policy Reviewed

Policy Amended

Added to Website

Oct 2018

Sept 2018

Oct 2018

























Literacy is the key to all learning and underpins every area of our school curriculum. The ability to understand and use language enables children to:

 - explore and interact successfully with the world around them;  - communicate their feelings, thoughts and ideas with confidence;   - develop skills essential for life-long learning.

We believe that every pupil has an equal right to a supportive and stimulating literacy environment. Within this environment, we foster a growth mindset and regard all children as active participants in their own learning. We promote children’s self esteem as we motivate our pupils to become effective communicators of the spoken word and successful readers and writers.


  • To ensure consistent, effective literacy practice and provision throughout the school to allow continuous progress for each child;
  • To enable pupils to express and communicate meaning with confidence and skill, using both spoken and written language;
  • To promote independence in the use of language;
  • To develop creative and critical thinking in Literacy through wide-ranging, connected learning experiences;
  • To endorse the belief that all pupils should achieve enjoyment and success, whatever their ability, in language based activities.


  • A dedicated hour for the teaching of Literacy occurs daily across all year groups;
  • Additional literacy sessions are allocated for handwriting and spelling instruction;
  • Teachers use modelled, shared, and guided teaching strategies to bring about independence in the areas of Talking and Listening, Reading and Writing;
  • Pupils engage in whole class, small group, paired and individual Literacy activities as appropriate;
  • Teachers ensure that differentiated group work occurs daily in Reading and Writing; (children are differentiated for guided reading sessions from Term 3 in Primary 1)
  • Plenary sessions conclude our Literacy lessons, when pupils are encouraged to reflect on their own learning and consider next steps. Pupils in Key Stages 1 and 2 are prompted to consider how skills of communication may be transferred to other curricular areas.


The management of our school library service is facilitated by a designated school librarian and our recently installed ‘Junior Librarian’ software.

  • Books are issued to children for the purpose of reading for enjoyment at home;
  • Our book-stock is updated throughout the school year, in consultation with pupils;
  • Each class is timetabled to visit our school library on a weekly basis; 
  • Pupils are enabled to develop library skills relevant to their learning needs.


The use of ICT enriches our literacy-based activities. ICT is integral to contemporary communication and we seek to provide opportunities for our pupils to use digital resources while developing the skills required to plan, explore, create, organise, edit, and publish during Literacy lessons. Individual pupil’s progress in Literacy is tracked using the iPad app ‘Seesaw’ and pupils are encouraged to record their own literacy achievements using this tool. Pupils are registered with Bug Club to access digital texts at home and to track their reading progress using the scheme. 


Monitoring pupils’ progress in Literacy is based on continuous formative and summative assessment. 

Our specific summative tests across year groups are as follows:

P.1. Bury Infant Check, COMET Language Profile  

P.2. Reading Now, COMET Language Profile

P.3. PTE 7

P.4. PTE 8

P.5. PTE 9

P.6. PTE 10

P.7. PTE 11 

Parents receive an annual written report in June following end of year assessments.


Victoria Park PS has a Special Needs Co-ordinator who has overall responsibility for the provision of targeted support for children identified as being on the special needs register. Children experiencing difficulties in relation to aspects of Literacy are identified first by the class teacher. As an outcome of liaison between the class teacher, parents, and the SENCO, specific support is provided, where possible.  External agencies are involved in the assessment, provision and review of the needs of children when required.


In addition to SEN Literacy provision, a number of intervention programmes currently exist in school to provide additional Literacy experiences and support for our children:

  • Take One Picture Book: Reading Workshops for Key Stage Two pupils;
  • Hear Say: Talking and Listening Club for Foundation Stage and Key Stage One pupils;
  • Chatter Books: Reading and Library Club for Key Stage Two pupils;
  • One-To-One Reading Support Sessions: Facilitated by BRP, RPP and Barnardo’s Reading Volunteers.  


At Victoria Park PS, parents are encouraged to become actively involved in the literacy being taught in school. We invite parents to support our children by:

  • Volunteering to become qualified Reading Partners via Eastside Learning’s (RPP);
  • Attending literacy-based parent workshops;
  • Providing supervision during author visits, book fairs and at World Book Day events;
  • Fundraising for literacy resources;
  • Assisting with the organisation of guided and shared reading materials;
  • Attending parent interviews and assisting with literacy-based homework activities.


Homework activities are designed to reinforce current classroom activities and are not used to introduce new concepts. For full details of the quantity and frequency of our literacy homework (including reading and spellings) please refer to our homework policy.


Planning for the teaching and learning process is the responsibility of each teacher in the school. Working collaboratively (using the Plan, Do and Review cycle) teachers liaise with colleagues to ensure progression and differentiation in Literacy:

  • Within year groups;
  • Across year groups;
  • Within Key Stage groups;
  • Within a designated Literacy team; - With SEN staff when appropriate.

The Literacy Co-ordinator:

  • Monitors and evaluates children’s written work samples;
  • Monitors and provides feedback on teachers’ planning, classroom practice and learning outcomes while consulting with SMT; - Develops and updates the Literacy Policy;
  • Develops and updates (in collaboration with teaching staff) a whole-school Literacy Scheme of Work;
  • Has an overview of Literacy throughout the school and provides curriculum support to colleagues when necessary;
  • Liaises with outside agencies when appropriate;
  • Assists with the organisation of author visits and other events to promote the development of Literacy within school;
  • Monitors and replenishes centralised Literacy resources.


We are aware that issues of gender, class and ability affect progress in Literacy. We seek to address these issues in practical terms through our Literacy planning in the areas of classroom management, the choice and use of resources and teaching styles.

The Literacy Co-ordinator will assist in the process of target setting, planning, implementation, monitoring and evaluation, with the specific aim of raising standards of achievement for all children, regardless of gender, class and ability.



C.Lennox September 2018

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