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