Preston Primary School
English Grammar, Punctuation and Spelling Policy
1. Introduction
This policy is written after consultation with the teaching staff and the governor
responsible for literacy. It is a working document which reflects the ethos and practice
within the school in relation to the teaching of grammar, punctuation and spelling. It has
been written with due regard to the National Curriculum and it will be monitored and
evaluated accordingly.
2. Fundamental Principles
At Preston Primary School, we believe that grammar, punctuation and spelling are important
aspects of writing. All staff members have high expectations of each child and emphasise
the importance of spelling, punctuation and grammar being used accurately in all aspects of
learning. We believe that a positive and interactive approach to spelling, punctuation and
grammar encourages the children to recognise their achievements in these areas rather
than allowing spelling, punctuation and grammar to be associated simply with corrections.
3. Aims:
The aims of Preston Primary School are:
• To teach spelling, punctuation and grammar systematically through the school.
• To teach phonological awareness, word recognition, graphic knowledge and spelling
knowledge.
• Teachers and adults in school to be positive role models both in their spoken and
written use of accurate grammar.
• Staff have high expectations of all pupils with regard to the accuracy of spelling,
punctuation and grammar in spoken and written form.
4. Spelling routines in KS1 and KS2
Spellings are given to the children to learn on a Friday. In Reception and Year 1 the children
are given 6 spellings to learn. In all other year groups they are given 10 spellings to learn. In
Reception and Year 1 these are typed and stuck into the children’s spelling journals and in all
other year groups the children copy them into their individual spelling journal. Spelling tests
are completed weekly in each class. All teachers assess the spellings the children have
learnt on a half termly basis and then set future spellings based upon the assessment. If
children have not learnt a pattern or lack confidence, then they will be given the pattern to
learn and practise again in a later week. In Reception, Year 1 and Year 2, children are taught
spelling through their daily phonics lessons and their weekly spelling lists are either linked
to their phonics or ‘tricky’ words. In KS2, the children’s spellings are taken from the year
group spelling expectations.
Each class has a non- negotiable spelling/spellings. These spellings are clearly displayed in
the classroom and the children are aware that it is unacceptable to spell or pronounce these
words incorrectly.
Reception and Year 1: Focus on accurate spoken pronunciation and spelling of chosen words
each half term.
Year 2: Have a non-negotiable ‘word of the week’ to be spelled correctly at all times. Each
week a new spelling will be added to the word bank.
KS2 classes: Have a collection of non-negotiable spellings displayed which are common
errors for that class.
At 1pm each day, the children have an opportunity to practise their spellings (especially the
weaker spellers who do not receive additional support at home). During this time in Year 1
the children are encouraged to practise the correct pronunciation of their spellings as well
as practising the pronunciation and spelling of their class non-negotiable spelling.
5. The Teaching of Grammar and Punctuation
Grammar must be strongly embedded in the teaching of shared reading and writing at both
Key Stages. Children need to be taught ‘the language of language’ and be able to use it when
discussing their writing.
Grammar and punctuation is delivered through a combination of discrete teaching and
lessons where these basic skills are threaded into every area of learning across the
curriculum. Teachers are aware of the new curriculum age related expectations for
grammar and punctuation and are delivering and assessing the English curriculum
accordingly. The children are given the opportunity to investigate the effects of vocabulary
and grammatical choices within the context of purposeful reading and well-chosen texts.
Children are given the experience of exploring written contexts in order to identify some
important grammatical choices writers have made to achieve their purpose (e.g. word
choice, use of pronouns, sentence structure etc.)
Delivery of grammar and punctuation within school is as follows:
Reception and Year 1: Focus on accurate sentence construction and simple punctuation use.
Year 2: At least 1 hour per fortnight of discrete grammar and punctuation teaching.
KS2 classes: At least 45minutes-1 hour discrete grammar and punctuation teaching each
week and use of morning work time (9am-9:30am) to revise and consolidate grammar and
punctuation learning.
6. Marking of Grammar, Punctuation and Spelling.
Teachers place an emphasis on the children responding to marking. Children are directed
towards minor errors in punctuation and grammar and expected to correct these
themselves using ‘purple polishing pens’. If there is a sentence which is grammatically
incorrect, then the child may be required to respond by re-drafting the sentence
accurately. The amount of response work given is at the discretion of the teacher, taking
into account the year group the child is in and the ability of the child.
Teachers will pick up children on errors in spelling by using a ‘sp’ symbol above the incorrect
spelling. If this is a spelling the child should know (i.e. a non-negotiable class spelling) then
the child will be asked to correct it themselves. If it is a spelling that the child may not
know, then they will be given the spelling to copy out at the end of their work 3 times. If
spelling mistakes contain spelling patterns the child has learnt then this will also be pointed
out to them. Other activities to consolidate the correct spelling of vocabulary will be used
if the teacher feels they will be more effective than the child just writing out the spelling.
Once children are able to use an appropriate dictionary effectively, they will be encouraged
to use this to correct their spelling independently.
7. Standardised testing of Grammar Punctuation and Spelling.
In year 2 and year 6, children sit a grammar punctuation and spelling test as part of their
statutory assessment. In addition to this summative assessments are used periodically with
KS2 children to help inform assessment judgements and for diagnostic purposes.
8. SEN
For children on the SEN register, assessment information is gathered by testing children
on selected spelling patterns and this information is used to inform the SENDCo and the
class teacher of the children who may need individual spelling targets in their IEPs. For
certain children, it may be relevant to follow a more structured phonics and spelling scheme
such as Word Wasp or Toe by Toe. These interventions are recommended by the SENDCo.
Policy written by: Sarah Langcaster January 2015
Policy Review: January 2016