The School's teaching of spelling works on providing the children with strategies, knowledge and skills the children need to learn spelling in school, at home and as they progress through their education.

The focus of the spelling programme is on the teaching of spelling patterns and rules but does also including statutory words, common exceptions and personal spellings. As a school, we focus on the learning strategies that allows the pupils to achieve and improve their spelling knowledge. Spelling in KS2 is taught based on how our pupils retain information and recall information, therefore the lessons are not taught in year groups, but rather in strategy groups which best suit a pupil's need. All pupils, from year 3 - 5, will be learning the same spelling rules and patterns at the same time. The requirements of the National Curriculum is organised into strands and then broken down into half-termly overviews. The overall pathway, coverage document and intended teaching strategies can be found below while termly overviews are used by the teachers with half termly plans. Lessons follow a model of five spelling sessions per week. Each lesson is approximately 20 minutes long, but lesson plans are flexible so that the teaching can reflect the extra time needed on a teaching point if required.

Intent

Our intent is to continue the success of small group learning, coaching and interventions in KS1 and the implementation of RWI. This will foster a culture of high expectations and resilience among our pupils by using similar and known techniques.

1. Develop Strong Spelling Skills: We aim for all children to acquire a secure understanding of all spelling rules and patterns appropriate for Key Stage 2, including the statutory requirements set out in the National Curriculum.
2. Encourage Vocabulary interest: By integrating spelling with vocabulary development and word manipulation at age related levels, pupils will develop their language skills, allowing them to express themselves fluently and accurately in written work across the curriculum.
3. Promote a Love for Language: We strive to instill a passion for words and their meanings, encouraging creativity in writing and an eagerness to engage with language both inside and outside the classroom.
4. Promote Independent Learning: We aim to empower pupils with the strategies they need to become confident spellers, setting them up for a lifetime of effective communication.

Implementation

To realise our intent, we employ a comprehensive, structured approach to spelling that includes the following:

1. Curriculum Integration: Spelling is taught as an integral part of the English curriculum, with explicit instruction in phonics, morphology, and etymology. Lessons are designed to link spelling to writing activities, reinforcing its significance in all aspects of language. Spelling will be taught in fluent groupings based on half termly assessments.
2. Differentiated Instruction: We differentiate our teaching approaches to cater to the diverse needs of our pupils. Across the 7 groups of Key Stage 2, the same spelling rules will be taught with the context and needs of the pupils in minds. Strategies such as mnemonics, word searches, word manipulation etc will be used dependent on the level of the group. This should allow all pupils to access the same rules with specifically catered teaching.  This includes additional support for those with SEND, year 6s and extension activities for more able learners.
3. Routine Assessment and Feedback: Regular formative and summative assessments, including spelling tests and observational assessments will take place. Each half term, the pupils will be assessed based on the rules taught in the current half term, and the previous known spelling rules. These are conducted to monitor pupil progress and will inform the subject lead of gaps and will allow for fluent movement of pupils between groups to help continue their spelling journey. Feedback is immediate and constructive, allowing for timely interventions and personalized learning plans as needed.
4. Engaging Pedagogy: We utilise a variety of teaching strategies to engage pupils, including games, technological resources, and collaborative activities. These methods make learning spelling enjoyable and encourage peer support and interaction.
5. Intervention: Pupils who score low, or have known specific spelling gaps will take part in a sequence of spelling interventions. Children's spelling development in these interventions will be done through tasks that involve spelling games, dictionary work, flash cards and the use of educational websites or apps.

Impact

The impact of our spelling programme is evident in several key areas:

1. Improved Spelling Ability: An increase in the percentage of pupils achieving age-related expectations in spelling by the end of Year 6, as evidenced and tracked by internal assessments, standardised tests and SATs results.
2. Increased ability to transfer spelling rules into writing: Pupils demonstrate greater confidence in their writing as they can apply their spelling knowledge effectively, leading to increased creativity, quantity and accuracy in their work.
3. Positive Attitudes towards Learning: Feedback from pupil surveys will indicate a growth in enthusiasm for language and literacy. An emphasis on physical, word manipulation and experimental word activities will pupils are more willing to take risks in their spelling and writing, contributing to a positive learning environment.
4. Long-Term Literacy Skills: Data should show that pupils transition with strong spelling abilities, contributing to their overall academic achievements.

Supporting resources are vital in the teaching of spelling, and they need to be appropriate for individual pupils. A variety of strategies can be used in the teaching of spelling.  Teachers effectively use pictures, word lists, flashcards, classroom displays, and more alongside games and quizzes.

When teaching a sequence for spelling (please see document above),  new concepts are taught, practised and then applied.  Assessment is followed  in the form of weekly dictations and half termly tests. Frequently there is also a ‘Revise’ session before the teaching session. A typical teaching sequence is as follows:

Within the lessons, the particular focus is identified, followed by suggested teaching strategies. By integrating activities for handwriting, the benefit of making a spelling activity kinaesthetic is

secured. The children acquire the physical memory of the spelling pattern as well as the visual cues. Integral to the process is the scope to encourage pupils to learn spellings and information on how they can do this at home can be found by following the link below:

Children’s learning is assessed throughout the year. The ‘Apply’ part of the sequence regularly includes assessment activities to identify if pupils have learnt the key concept taught. These activities include:

• Testing – by teacher and peers
• Dictation
• Explaining
• Independent application in writing
• Frequent learning and testing of statutory and personal words

However the ultimate test is the application of these words into their day to day writing!