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English & Literacy

Literacy Overview

Introduction

The understanding and use of language are fundamental to learning for all children. Therefore, literacy is an integral part of our curriculum and is embedded throughout the school day at The Vale of Evesham School. All children have the entitlement to develop their literacy skills. Our teaching embraces all aspects of language development and we take a bespoke approach to ensure pupils engage in literacy lessons that are motivating, meaningful and complement their learning style.

To ensure our learners have opportunities to access all aspects of the English curriculum and for it to be effective, input is required from parents, speech and language therapists and advisory services that support learners with additional sensory requirements. Learners for whom English is a second language will develop their understanding of vocabulary through our total communication approach and their mother-tongue will continue to be recognised and celebrated.

Intent

The English Curriculum at the Vale of Evesham School aims to:

  • Embed the use of communication through a total communication approach so that pupils can communicate effectively with others in a range of social situations and the world around them
  • Promote a love for books, stories, reading for pleasure and purpose
  • Motivate pupils to engage with a range of literature
  • Provide bespoke learning opportunities and approaches for pupils with PMLD so that they can engage with people and their environment
  • Appropriately challenge learners so that they grow in confidence and competency with all areas of literacy
  • Expose pupils to an extensive range of age-appropriate literature and writing opportunities that match pupils’ cognitive abilities
  • Equip pupils with skills to use literacy in the wider community and life beyond school

 

Subject Organisation

At the Vale of Evesham School, English will be delivered both as discrete subjects and through a cross-curricular approach. For all learners to have engaging and appropriate opportunities for progression, we have adopted a curriculum structure of three broad strands across the school; complex, semi-formal and formal. These strands of the curriculum are defined by the learning needs and therefore pupils may move from one strand to another during their school career. To ensure new literacy skills are built upon secure foundations across all three strands of the curriculum, long term plans and a whole school text map/ complex story map are used to inform planning for progression. Teachers also meet on a termly basis to discuss planning for progression across these strands and phases.

Teaching time allocated to literacy lessons varies according to the strand of the curriculum and year group shown in tables below.

 

Reading

At the Vale of Evesham School, we acknowledge that learning to read in its widest sense is central to the curriculum intent of the school. Progress in reading enables our pupils to access opportunities both in school and the wider community with independence and confidence. Reading provides pupils with rich communication opportunities and supports them in achieving their desired outcomes on leaving school. Our approach to reading:

  • Acknowledges that stimulus (e.g., smell/sound/facial expressions) carries meaning
  • Acknowledges that objects and carry meaning
  • Teaches that photographs and pictures represent objects, people and places and carry meaning
  • Teaches that symbols can be used as labels and to access text (and supports communication)
  • Ensures that narrative can be accessed through sensory-based activities
  • Emphasises systematic synthetic phonics is our favoured approach to teaching reading using the Read Write Inc. Phonics programme
  • Teaches the reading of words, new vocabulary and comprehension

Intent

At the Vale of Evesham School, we intend for pupils to:

  • Understand their immediate environment so they feel secure and ready to engage in learning
  • Use objects, photos, and symbols to communicate and anticipate
  • Read words
  • Foster a love for stories and literature
  • Read purposefully to gain information using non-fiction texts
  • Apply reading skills to engage with the wider community in preparation for life after school

Implementation

The Vale of Evesham School uses the Read Write Inc. Phonics Programme across the whole school so that pupils experience a consistent teaching approach. Phonics is timetabled prior to reading sessions where pupils apply their developing skills to reading books. The pace at which new phonemes are introduced is skilfully planned for using ongoing assessment to ensure pupils have successfully embedded their learning before moving to the next.

We ensure that pupils read books that are closely matched to their increasing knowledge of phonics and common exception words. This is so that, early on, they experience success and gain confidence with reading. Re-reading these books with teaching staff supports their increasingly fluent decoding. Each key stage has separate reading books to avoid repetition and continue to provide motivating reading opportunities as pupils progress through the school. See ‘reading book guidance’ document.

An important part of literacy teaching is the exposure to a diverse range of texts during literature lessons. Suggested texts are carefully mapped across the year for the whole school. The literature suggested link to the units being taught within English lessons and also relate to the overarching theme for the term. Pupils will engage with literature above their reading ability; covering a broad range of themes, eras and cultures. They will access a range of motivating reading materials through a variety of medias, both for pleasure and for purpose. Texts will be high quality often using adapted versions (particularly in UKS2 onwards) and promote meaningful discussions, drama-based activities and a celebration of literature. Importantly, the texts chosen will go on to inspire and support pupil’s writing. Refer to the working document ‘Text Map’ for further details.

To promote a love for reading, all classrooms have reading areas that are resourced with books that engage and motivate learners, matched to their cognitive level. These books will regularly rotate, and pupils are encouraged to take an active role in this. The school library is accessible to all and contains story books, sensory stories, poetry, audio books and a wide range of non-fiction texts. Pupils take home a book for enjoyment each week from either their reading corners or the school library. Classes across the school regularly visit Evesham library to enjoy books.

All students engage in ‘Reading Enrichment’ sessions each term with a different focus depending on the strand of the curriculum they are working on. These sessions are designed to celebrate themes, poems, authors and stories through the arts. Details about these sessions can be found within the ‘Reading’ section of our website.

Due to the additional needs of our pupils, we prioritise promoting the love of books and stories at home. Being read to supports relationships, the understanding of language and communication at home. We welcome parents/carers to attend workshops and in-class reading events throughout the year to share how we teach reading. We encourage pupils to read decodable books at home where appropriate.

The below sections provide a summary of how reading is implemented depending upon phase and strand of the curriculum.

Early Years Foundation Stage (EYFS):

Within Early Years, pupils enjoy stories and rhymes each day to support language development. These are carefully planned for and repeated using props, actions and special emphasis on repeated phrases and rhyme. All children have access to a reading corner supplied with tactile, picture and symbol books and are encouraged to make independent choices throughout the day.

Our learners will develop early reading skills using objects of reference, photos and symbols as part of their daily routines; all linking with their communication targets. Early reading skills are taught sequentially in reception depending upon the level of understanding of each child. Please refer to the ‘EYFS long term plan’ and the pre-phonics sequence of teaching included at the end of this section for more information on this. The order in which photos and symbols are taught is informed by the Derbyshire Language Scheme as detailed in our ‘Vocabulary Teaching Order’ document. Pupils accessing our Early Years provision have daily opportunities to develop phonological awareness through a range of engaging activities using Phase 1 (Letters and Sounds) aspects 1-7 where appropriate.

The Read Write Inc. Phonics program is introduced within our EYFS provision where pupils have developed communication and language skills required to engage with this. They will have opportunities to begin oral blending, practising using pure sounds and naming images before moving onto phoneme-grapheme correspondence of set 1 sounds. The pace and delivery of Read Write Inc is carefully adapted to suit the needs of our learners.

Complex curriculum:

Please refer to our complex curriculum overview.

 

Semi-Formal Curriculum:

Symbolic awareness and comprehension are taught through structured activities and a total-communication approach embedded throughout the school day. The sequence in which symbols are taught is informed by the ‘Derbyshire Language scheme’ which is detailed in our ‘Vocabulary Teacher Order’. With our text-rich environment, pupils learn to understand visual timetables and engage learning feeling secure.

Pupils working on the semi-formal curriculum will be supported in developing their phonological awareness using multisensory approaches informed by Letters and Sounds Phase 1. Once these fundamental literacy skills are embedded, pupils will access systematic synthetic phonics using the Read Write Inc. Phonics programme. Pupils access daily oral blending activities and new phonemes are introduced at a pace that suits their learning needs. Structured ‘Word Time’ sessions support learners to blend sounds that they know to read words. Pupils then have opportunities to apply their phonics skills to carefully matched reading books. The reading books vary depending on the Key Stage are in; refer to ‘Reading Book Guidance’ document for more information on this.

Whilst phonics is our preferred method of teaching reading, we recognise that for some pupils an alternative is necessary, or indeed a combination of approaches. Strategies such as precision teaching work well to develop whole word reading skills.

To develop pupils’ comprehension of text, questions asked are matched to their level of communication; symbols, signs and AAC are used where required. Each pupil has a TALC assessment; this informs the class team as to the appropriate level of questioning.

As pupils progress to 6th Form, they will continue with the approaches above but also focus on reading for life. This includes reading whole words and symbols in the community or the working world. Various technological resources can support with this to promote independence; the C-Pen is used with great success by several pupils. Furthermore, they will have exciting opportunities to apply their reading skills purposefully in a working environment such as the school café and horticulture activities.

Fostering a love for reading is at the heart of what we do at the Vale of Evesham School. We hold parent workshops each year for the different abilities of reading we have within our school, host book fairs, promote and facilitate library visits and welcome guest performers. Each term, the whole school participates in ‘reading enrichment days’ on a variety of themes; more information about these days can be found on our website in the reading section.

Formal Curriculum:

In UKS2, pupils working on the formal curriculum will continue to engage in Read Write Inc. Phonics sessions four times a week. Pupils working on the formal curriculum will complete a reading session to apply their phonics skills to carefully matched books. These sessions may include 1:1 reading, guided reading and reading to a peer. Reading books are carefully selected to ensure they provide adequate challenging using age-appropriate themes (please refer to reading book guidance document).

All pupils are supported to engage in a dialogue and answer questions (as per TALC assessments) from adults/peers about what they have read to develop their comprehension skills.  Pupils accessing the formal curriculum also develop their comprehension skills using V. I. P. E. R. S:

  • Vocabulary
  • Inference
  • Prediction
  • Explanation
  • Retrieval
  • Sequence/Summarise

Some pupils accessing the formal curriculum UKS2 can read fluently. They take an active role in deciding what to read during morning reading sessions which can include 1:1 and guided reading. This is to continue to promote a love for reading. They apply their reading skills to understanding a chosen topic using non-fiction texts, poetry, news articles, plays and chapter books. Pupils continue to develop their comprehension skills using V.I.P.E.R.S questions to guide group discussions.

From year 9 onwards, pupils who require continued support with phonics will access age-appropriate Fresh Start (Read Write Inc) resources. Fluent readers in High School and Sixth Form continue to engage in 1:1 reading, guided reading using a range of plays, graphic novels, newspapers, poetry, non-fiction texts and stories. They will also enjoy a broad range of literature during their English lessons. In most cases, these are adapted versions of well-known texts that are skilfully differentiated by the class teachers. These texts empower our students to engage in conversations on a diverse range of topics as they work towards Entry Level qualifications. A group of students for whom it is appropriate, will access GSCE English Language, taught over the course of 3 years. Within their reading and English lessons, they will analyse a wide range of prose fiction and literary non-fiction, such as novels, autobiographies, biographies, memoirs, letters, speeches and travel writing.

Within 6th Form, the focus turns towards the real-life application whilst continuing to foster the love for reading. Pupils will access reading materials that require them to extract information, promote debates and recognise key features of texts. The sixth form café also provides a diverse range of purposeful reading opportunities and prepares our pupils for the world of work. These skills will support pupils to achieve their Functional Skills accreditation. Our 6th Form students have their own library cards and regularly visit Evesham Library each term.

Please refer to the text map document and the 6th Form curriculum document for further information about what texts will be taught during English lessons.

Impact

Phonics and reading comprehension progress is monitored using Evidence for Learning for pupils working on the semi-formal and formal curriculum. We assess all pupils who are following Read Write Inc. Phonics and/or Fresh Start programme using the assessments supplied by Read Write Inc. An initial assessment is used to inform groupings and gives a good indication of progress relative to their starting points. Pupils are assessed each half term to monitor the rate at which they are making progress which also informs planning.  Termly progression reflection discussions occur within class teams to identify gaps in learning and agree on strategies to support progression.

Pupils in Year 1 and Year 2 take part in the phonics screening programme where appropriate during the summer term.  Where pupils are working towards age related expectations in year 2 and year 6, they will access reading SATs tests during the summer term.

Within the formal curriculum, pupils who are reading short passages prior to year 9, are assessed annually using the York Assessment for Reading and Comprehension (YARC). There are instances where some semi-formal pupils access this assessment. Formal pupils in years 9 to 11 reading progress contributes towards their English Entry Level accreditation (Pearson Edexcel) and their work is moderated and verified internally and externally. Pupils working above Entry Level 3 are assessed using GCSE assessment criteria.

Many of our students go on to develop the skills and confidence in reading for onward study, including Functional Skills English in 6th form.

As a school, we take prompt action to address lack of progress in reading. Pupil’s accessing the Read Write Inc. Phonics/Fresh Start programme can be easily identified and short term, targeted interventions are carried out by class staff or as part of an intervention. When interventions are used, it is imperative that discussions are had at the start and end of an intervention with the class teacher to ensure progress made continues within the classroom.

Writing

At the Vale of Evesham School, we recognise the importance of writing in self-expression, and communication for both transactional and creative purposes. Students develop fine and gross motor skills across all strands of the curriculum in a variety of motivating activities. Students work to develop their transcription skills and composition skills in activities across the curriculum. The importance of oral composition is carried through Early Years across the school journey. Writing lessons are linked to text lessons to help learners build familiarity of language rhythms and patterns, through listening to spoken text and language.  We recognise all students as writers and ensure that all writing is celebrated, this may be structured through use of symbols, marks, handwriting or computer aided.

 

Early Years Foundation Stage (EYFS):

 

Within Early Years building a familiarity of language patterns and rhythms is intrinsic in establishing the foundation of the skills for writing. The skills that are required for writing are built into every day routines, linking with both reading and communication. To support the development of the language required for the building blocks of writing, the use of sign, symbols and objects of reference are incorporated into everyday routines. Songs are used to engage learners in recognising key vocabulary and language structures through interactive hearing and saying. Repetition is used to provide the vocabulary to discuss the learner’s daily world. Learners develop as story tellers through the use of small world play.

The development of both fine and gross motor skills to establish the necessary skills for writing are developed throughout a range of activities across the Early Years Curriculum. The development of fine motor skills is encouraged through the use of messy play and creative activities.

Physical development sessions are delivered both in 1:1 teaching and whole class sessions. Where appropriate, key writing skills are targeted to individual pupils through work box activities. Some students following the Read Write Inc programme will develop their letter formation skills using writing implements. Please see the Early Years Long Term plan for further details.

Semi-Formal Curriculum

Students working on the Semi-Formal curriculum continue to develop their skills as writers in line with their individual needs. They may work on individual writing packs, direct taught sessions, and a range of fine and gross motor skill activities to intentionally mark make. Fine and gross motor skills are developed through activities across the curriculum. Fine motor skills are addressed in specific lessons that support transcription skills. Students continue to work to develop to the skills that support pencil control skills through a motivating range of activities. These approaches include:

Jimbo fun, write dance, messy play, dough disco, multi-sensory approaches- tweezer and pom poms, tools etc.

The physical approach to learning is also utilised to help students develop their writing skills. TAGIV8 is used to develop spelling, punctuation and vocabulary for writing in subjects across the curriculum.

For pupils who can hold writing implements successfully, they will develop their letter formation skills and control using the Read Write Inc. Programme to inform planning and progression.

In teaching the composition skills of writing the importance of oral repetition and rehearsal of language continues to remain a key focus. Students develop their oral composition skills through a variety of activities. Colourful semantics is used to help students develop their semantic understanding, relating writing to real life situations. Signing is an imperative part of developing understanding of key vocabulary and is used to support comprehension and development of key concepts. Symbols continue to be used to sequence word order and support understanding.

Key skills of handwriting, sentence structure, punctuation and spelling are developed in writing lessons. These skills are also embedded in subjects across the curriculum. Read Write Inc. ‘Hold a sentence’ teaching approach is used to support the development of sentence construction skills. This can be delivered as whole class teaching, or a small group activity in line with their phonics skills. The Talk for Writing approach is utilised to support the development of composition writing skills, with assessment tasks used to inform planning and delivery. Both ‘Hold a Sentence’ and the Talk for Writing approach are developed to compliment the fiction and non-fiction texts.

Formal Curriculum

Formal learners focus on specific writing skills including spelling and grammar, handwriting and sentence structure. See appendix A for weekly allocations. Formal learners develop their writing skills for a range of purposes, developing awareness of audience. Students continue to use the ‘Hold a sentence’ approach to compose sentences where appropriate, developing their knowledge of spelling in line with RWI. phonic knowledge as well as punctuation. ‘Talk for Writing’ is used to support students to develop their writing to a desired purpose and increasing their knowledge of required features of text.  Writing skills continue to be linked with text lessons, developing the student’s enjoyment in writing. Students are taught to write creatively and for practical purposes. Real word applications of writing are frequently explored.

In Years 9-11 Formal students begin to work towards an Entry Level Qualification in English. Students continue to write for a range of purposes, both creative and transactional. Students further develop their knowledge of the features of a range of texts, linked to their purpose and audience.  A group of students for whom it is appropriate, will access GSCE English Language, taught over the course of 3 years. Within their English lessons, they will write for a range of purposes including transactional and creative. Formal Learners in 6th Form will utilise their writing skills for real life purposes and work towards a Functional Skills qualification in English.

 

Impact

Progress in writing is monitored termly using Evidence for learning. The data created by Evidence for learning is analysed within class teams to identify where specific interventions could be of benefit to individual pupils.  Work scrutiny is continually used to evaluate practise within school, across all strands of the curriculum. Formal learners develop their writing skills following the appropriate formal accreditation route in Year 9 and above.

 

Appendix A

 

 

Semi-formal Curriculum

 

  KS1 (year 1/2) Lower KS2: (Year 3/4)
Reading 20-25 min x 4-5 per week 25 min x 4-5 per week
Words and Sounds 15 -20 min x 4-5 per week 20 min x 4-5 per week
Writing/ Fine motor 30 min x 2-3 per week 30 min x 2-3 per week
Text 30 min x 2 per week 1 hour total per week
Communication 30 min x 3 per week 30 min x 2 per week

 

  Upper KS2 (Year 5/6) KS3 (Year 7/8)
Reading 20-25 min x 4-5 per week 20-25 min x 4-5 per week
Phonics 15 -20 min x 4-5 per week 15 -20 min x 4-5 per week
Writing 1 hour total per week 1 hour total per week
Text 1 hour total per week 1 hour total per week
Communication 30 min x 2 per week 30 min x 2 per week

 

Year 9, 10, 11
Reading 20-25 min x 4-5 per week Accreditation:

AQA Award units

Pre-entry Level working towards entry level

Phonics 15 -20 min x 4-5 per week
Writing 1 hour total per week
Text 1 hour total per week
Communication 1 hour total per week

 

Formal Curriculum

Upper KS2 and KS3
Reading 20-25 min x 4-5 per week
Phonics/whole word 15 -20 min x 4-5 per week
Literature 1 hour total per week
Writing 2 x30 min per week
Speaking and Listening 30 min x 2 per week

 

Year 9, 10, 11
Reading 20 min x 4 per week Accreditation:

Pearson Edexcel

Entry Level 1 – Entry Level 3

 

That Reading Thing 15 min x 4 per week
Literature 1 hour total per week
Writing 1 hour total per week
Speaking and listening

(life skills)

1 hour total per week

Literacy – Writing Long Term Plan Semi-Formal and Formal

Years 9-11 Year C

Literacy and English Text Map

This is a working document to show progression in texts across the school.  The literature suggested in the table below are linked to the units being taught within English lessons. Where possible, texts also relate to the overarching theme for the term. Teachers can select 1 or more texts from the list to study each half term between KS1-LKS2. Once in UKS2, teachers will usually focus on one text per half term and teach using multisensory approaches to suit the learning styles of pupils within the class. Where longer books are chosen; the focus may turn to particular extracts of the text.

Pupils will engage with literature above their reading ability; covering a broad range of themes, eras and cultures. They will access a range of motivating reading materials through a variety of medias, both for pleasure and for purpose. Texts will be high quality often using adapted versions (particularly in UPK2 onwards) and promote meaningful discussions. The texts chosen will go on to inspire and support pupil’s writing.

Semi- Formal Curriculum

 

Formal Curriculum

 

Communication

At Vale of Evesham, we understand and advocate that Communication is a fundamental human right. We place communication at the heart of everything we do and see every moment as an opportunity to improve the communication skills of our pupils.

We use a total communication approach as set out in our Total communication guidance document. Pupils are presented with opportunities to develop their communication through both planned and spontaneous interactions.

To enable our pupils to communicate their needs, feelings, and ideas a multidisciplinary approach is often required drawing upon the skills of the teaching staff, Speech and Language Therapists, MSI specialists and occupational therapists. Staff are able to refer to Speech and Language at any time in the year.

Within school, we have two qualified Signalong tutors who deliver a training course to new members of staff and offer annual parent workshops. These tutors continuously support teaching staff with new signs required for key vocabulary being taught during each term for all strands of the curriculum. Signs and symbols are used along with speech and gesture, facial expression, eye contact and body language. Signalong is designed to support spoken language and the signs and symbols are used with speech in for key words.

We aim for all our pupils to establish a system of expressive and receptive communication that is appropriate for them. In doing so, pupils will access learning and develop positive social relationships. Methods of communication take many forms at the Vale of Evesham School, including:

 

  • Body language
  • Facial expressions
  • Eye contact
  • Gestures and pointing
  • TaSSels
  • Signing (Signalong)
  • Vocalisations
  • Use of objects of reference
  • Use of photographs
  • Use of symbols/drawings
  • Use of low and High-Tech AAC
  • Speech
  • Writing
  • Within the Complex curriculum staff are also in tune with learners Affective Communication.

Intent:

At the vale of Evesham school, we aim for our pupils to:

  • Recognise familiar people
  • Communicate a needs and choices
  • Express consent or reject.
  • Ask question to gain informationand answer questions.
  • Initiate polite and appropriate conversations
  • Develop skills to prepare them for life after school

 

Implementation:

Alongside a Total communication approach all pupils at Vale of Evesham receive dedicated lessons to work on Communication or speaking and listening skills, the focus is highly tailored to curriculum s strands and individuals. Early Years and Complex each have their own documents detailing communication within their curriculum.

Each pupil within the school also has an Individual Learning Intent dedicated to communication that is worked on at every opportunity.

 

Semi-Formal Curriculum

 

Communication in Semi-Formal works on Sticky Skills and Sticky knowledge. These are the set of core skills and knowledge that we want each semi-formal pupil to leave school with. These skills are broken down further within the Vale Communication Levels. This allows teachers to show entrance and exit points following each unit and over longer periods of time, it also shows clear progression in the skill or knowledge.  The skills and knowledge are outlined as follows:

  1. I can communicate my wants, my needs and for pleasure.

2.I can engage in and navigate a range of social interactions.

3.I can answer a range of questions.

4.I can ask a range of questions.

5.I can follow instructions.

6.I can attend appropriately to a range of situations.

7.I know a range of vocabulary.

8.I can use a range of vocabulary.

 

Semi formal learners’ access 3 dedicated Communication lessons weekly, one dedicated to attention following the Attention Autism approach, one focussed on the Long-Term Plan and one on SaLT targets, ILI’s or interventions following data analysis and teacher judgement.

 

Many of our semi-formal learners have difficulties with their attention. To develop these skills, we use an approach called ‘Attention Autism’. These sessions offer irresistible invitations to captivate pupils’ attention and progress through stages 1-4. Varied, motivating and appropriate resources are chosen to suit to pupils’ learning needs and age.

Stage 1 – Focusing attention

Stage 2 – sustaining attention

Stage 3 – shifting attention

Stage 4 – Focus, shift and re-engage attention (transition)

 

In 6th Form students will work towards the below accreditation whilst continuing to build on core skills delivered by the Long-Term Plan.

Title Award Key Stage Curriculum
ASDAN –My independence- Realising Aspirations ASDAN 6th Form Semi- formal

 

Formal curriculum:

Pupils who access the formal curriculum have 2 speaking and listening lessons per week or one hour session dependent on the group. These sessions support pupils to develop social skills as well as to ensure pupils are given a broad range of communication opportunities from participating in plays to forming debates and working in different size groups . Communication continues to be embedded within the curriculum, with a high importance on increasing vocabulary  and developing competence in communication and listening.

 

When pupils move into High School and 6th Form they will access appropriate accreditation for their ability as follows :

Title Award Key Stage Curriculum
Entry Level English Entry Level 1-3 KS4 Formal
Functional Skills English Entry Level 1-3

Level 1 /2

6th Form

(Some of our KS4 students will access GCSE English where applicable)

Formal
English Language GCSE GCSE
ASDAN- Personal, Social Development ASDAN 6th Form Formal

 

Alongside this, 6th Form students also take part in the Smart School Council that allows these learners top develop key skills in making decisions and directly addressing British Values and involving all pupils in democracy

Importantly, pupils will have opportunities to develop essential life skills such as interviews, arranging appointments and making phone calls in a range of contexts. The focus on developing communication skills to prepare for life after school.

Impact

Communication for Semi Formal and Formal is assessed through Vale Levels framework on Evidence for Learning, assessment is continuous throughout the year. Alongside this we use the TALC to assess pupils Blanks Levels of Abstract Language. This is completed yearly in the summer term by teachers and uploaded onto Evidence for Learning. Progress against ILIs is assessed termly on the half term. Targets are set throughout the year by Speech and Language where necessary and then these are reviewed yearly or when they are completed or need adjusting- this may not coincide with timings of annual review but will be discussed at Annual Review.

To ensure progress continues throughout the school; detailed transitions are held during the summer term. Communication for each learner can be found on the class information sheets.  These are shared with all staff working with the pupil and are available for visiting professionals.

Communication, Speaking and Listening LTP – Form and Semi Formal