St. Enda's Community School

St Endas Community School

Literacy policy

"Failure in reading is the greatest social problem" - Combat Poverty Report

1. Mission Statement

St. Endas Community School is committed to raising the standards of literacy of all students. Developing literacy skills will impact positively on students self esteem allowing them to learn independently and to cope better with the demands of life in school and as an adult.

2. Definition of literacy

Literacy can be defined as competency in listening, speaking, reading and writing.

3. Aims of the school literacy policy

• To promote consistency of educational practice
• To encourage cross-curricular collaboration
• To promote teaching that

- Takes account of all abilities - differentiation
- Has clear and specific objectives
- Builds on prior knowledge
- Is interactive
- Varied in style
- Reinforces learning through recap, revision and homework
- Integrates literacy strategies and techniques into subject planning

To promote learning that is:

• Independent
• Relevant
• Active
• Multi-sensory
• Linked to personal / group targets
• To ensure effective and informed planning and assessment procedures.
• To provide regular opportunities for evaluation and review.

4. Whole school approach

As literacy is an integral part of all teaching efforts are being made to develop a whole school approach to literacy.
" Implementation of whole school initiatives such as DEAR and Keywords are already in place.

• Regular staff in- service training in this area is planned.
• Our JCSP library caters for both junior and senior cycle students.
• The incorporation of literacy as a key element in all subject plans is recommended.

5. Baseline data

• Pre- entry testing of all incoming year 1 students is carried out by the guidance counsellor using standardised tests. Results of these tests provide information on literacy levels.
• In- school testing of years 1 and 5 in September provide additional information.

Special needs students also undergo diagnostic testing in September.

• NEPS assessments give additional information on students which is taken into account in planning for learning.
• Re-testing - standardised tests are administered to years 1, 2 and 5 in May each year.
• Various baseline data is used to set appropriate targets and actions to improve literacy over a defined period of time. These are included in the school Deis plan.

6. Methodologies

A variety of methodologies may be adopted in order to differentiate teaching and learning and improve literacy levels e.g.

• Whole class teaching
• Team teaching
• Key words
• Paired reading
• Role play
• Information Technology
• Brain storming
• Discussion

7. Special Needs

Appropriate resources and learning support strategies may be put in place in response to the findings of the diagnostic tests carried out on S.E.N. students. e.g.

• One to one
• Small groups
• In class support teaching
• SNA support

8. JCSP

A wide range of JCSP resource materials are available for teachers to facilitate teaching and learning in the classroom and to supplement traditional texts.

The JCSP library with its interactive librarian are also central elements in our school literacy programme.

Numerous JCSP initiatives may be undertaken each year. Eg.

• Make a book
• Reading challenge
• Spelling challenge
• Paired reading - parent/ student, student/ student
• Word millionaire
• Story teller
• Seanchai
• Production of student news letter - Irish and English

All JCSP initiatives are required to include a literacy element. eg. physical Education outdoor pursuits trip, parent and child Christmas bake initiative

9. Special projects

Various projects and initiatives may be undertaken in the school to further enhance literacy proficiency. E.g.

• 'One Book One Southill' (2009)
• Amawele project - twinning with S. African school - on-going
• Illustrations for Book - "Catalpa Adventure" by Vincent Mc Donnell (2010)
• Shakespearian workshops ( Nov.2010)
• Local Literacy Project - " Read 2011" ( Jan. 2011)

10. Non -National Students

The enrolment of increasing numbers of foreign national students have necessitated the implementation of certain measures

• The exploration of funding for TEFAL hours.
• The use of resource hours to improve competency in English literacy.
• The use of JCSP funding to buy dictionaries in a variety of languages for each classroom.

11. Students from the Travelling Community

Each student from a Travelling family is allocated 1.5 learning support hours by the Department of Education. In addition SENO may recommend extra resource time for particular
students.

12. Monitoring and Evaluation

The Literacy policy will be regularly reviewed through

• School Deis Plan
• Teacher feedback
• Retesting

Ratified by Board of Management 13th September, 2011