At Cadder Primary School, we believe that literacy and communication are key life skills. Through our Literacy and English curriculum, we will help learners to develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. We want children to enjoy and appreciate literature and its rich variety.
Literacy is at the heart of all children’s learning. It enables children both to communicate with others effectively for a variety of purposes and to examine their own and others’ experiences, feelings and ideas, giving these order and meaning. Because literacy is central to children’s intellectual, social and emotional development it has an essential role across the curriculum and helps pupils’ learning to be coherent and progressive.
Our learners value literacy as a vehicle, which allows access to the whole curriculum. Learners work within and through the significant aspects of learning of listening and talking, reading and writing. Staff use these significant aspects of learning within core literacy lessons and interdisciplinary learning. Our aim is for learners to independently transfer their literacy skills across all areas of the curriculum.
The parents and carers at Cadder Primary School are encouraged to take an active role in their child’s learning. Through the delivery of parent and carer workshops we aim to explore the importance of Literacy across Learning, and provide guidance as how parents and carers can best support their child’s progress. We aim to begin Book Bug sessions with our infant parents.
Our strive to raise attainment and achievement in literacy is supported by the National Improvement Framework, Scottish Attainment Challenge and Glasgow’s Improvement Challenge.
In Cadder we have had Challenge Leaders of Learning (CLOLs) who worked very closely with staff, pupils and parents to raise attainment in literacy. Their main emphasis was to embed the very good work around literature circles and to improve writing. As a staff we continue to embed and improve these practices to ensure raised attainment and sustainability.
Our teachers plan progressive programmes for learners in line with their individual ability. Class Teachers and Support for Learning Workers (SLWs) work with learners to provide them with additional support to access the full curriculum, in addition to supporting those learners who require challenge.
Our teachers and Support for Learning workers have been trained by Glasgow Dyslexia Support Service (GDSS). Staff are very good at identifying pupils who have literacy difficulties such as dyslexia. Staff follow GCC ‘Pathway of Support’ for supporting and identifying dyslexia. Staff work in collaboration with the PT, child and parent to create a support plan that is evaluated termly. Pupils with dyslexia, dyslexic type difficulties on the Pathway of Support and pupils with literacy difficulties receive individual or group support for learning programmes, such as Getting Started, Beat Dyslexia, touch typing and Long Vowel Programme.