Le Rondin School and Centre

"The language and communication development of all pupils is given a high priority" - Ofsted report March 2025

Subject Lead: Caitlin de Garis

Intent

The Communication, Language and Literacy curriculum has been developed in line with the school values of inclusive, aspirational and child centred education. We believe that our curriculum should develop pupils' love of reading, writing and speaking and listening skills.

We recognise the importance of pupils being able to write legibly, fluently and at a reasonable speed. With these skills, our pupils have a much greater chance of being able to reach and demonstrate their potential throughout their school careers and in their lives beyond school.

By creating and responding to all kinds of texts, including those which combine words, images and sounds, our curriculum is designed for pupils to access a world of knowledge, experiences and imagination. It intends to create a life long enthusiasm and enjoyment of reading.

As stated in the Guernsey Curriculum, pupils “... developing use of language underpins learners’ achievement across the curriculum and lays the foundations for active involvement in cultural life, society, work and lifelong learning”. This is a fundamental teaching point for our pupils, with a high importance placed on specific vocabulary work built into the curriculum throughout the school.

We aim to ensure pupils become increasingly fluent in their communication by expressing opinions and emotions through Literacy. This helps learners to develop their imagination, empathise with others and develop problem solving and critical thinking skills.

Communication, Language and Literacy at Le Rondin provides pupils with a range of possibilities, enabling them to engage with different cultures and societies and further developing their understanding of how to communicate with others throughout their lives.

Implementation

These aims are embedded within Literacy and cross-curricular learning. We have a highly specific, well organised curriculum that provides our pupils with purposeful opportunities for reading, writing and discussion. We use a wide range of high quality texts throughout the school to support and motivate learners. The program of study has been designed to compliment and provide cross-curricular links where appropriate.

Reading
At Le Rondin, the greatest possible emphasis is placed on reading. We believe that the ability to read with understanding and enjoyment is of prime importance.

In EYFS individual Reading is part of each Literacy session. Pupils are exposed to initial phonics through the “Super Sounds Phonological Awareness” programme. This is an island wide scheme for all nursery settings. When pupils are able to access, we begin formalising our phonics input through the RWI nursery programme. Pupils, who are able to access further, have a choice of appropriate, decodable texts and are supported with the processes of reading. Adults support all pupils with texts outside of their reading ability by engaging pupils in regular story time.

Throughout key stages 1 and 2, we use Read Write Inc., an inclusive, well-researched synthetic phonics program that teaches pupils decoding, encoding, fluency and comprehension skills. Each teacher is trained in Read Write Inc. delivery and accesses online and physical support materials. Within each class there are appropriately levelled speed sounds charts and picture friezes to support pupils in every lesson.

Pupils who have completed their phonics learning access spelling sessions and guided reading groups that are tailored to their needs. Some examples of texts that pupils use are: The Twits (Roald Dahl), Hodgeheg (Dick King Smith), Bill’s New Frock (Anne Fine). Guided reading sessions occur at the same time as our Phonics provision.

In line with our RWI program, each pupil is regularly assessed to ensure they are accessing the appropriate level for Phonics and their individual reading books. All pupils have access to phonetically decodable books that they take home to read to adults.

Pupils also have access to a range of texts through our school library and class libraries. They are encouraged to share these stories and books with adults outside of school. Teachers and LSAs within school read a range of books to pupils throughout the year purely focussed on reading for pleasure.

We have a reading spine that is integrated into daily story time across the school. This reading spine includes a range of texts that explore social, moral, cultural and historical aspects of society. Each year has access to texts, including archaic texts, that have been chosen for their cognitive and social development.

Building on the strong foundations of our EYFS provision, reading is also deeply embedded within our writing curriculum for years 1-6 and our Language and Communication curriculum, with carefully selected books being a starting point for each Literacy lesson.

Writing

In EYFS and Language and Communication classes, pupils develop skills in mark making and graphemic understanding through continuous provision, sensory exploration and gross motor skills development. They utilise Write Dance as part of their writing curriculum. This is a music and dance approach and a method that provides movement opportunities so pupils can develop the physical skills needed to develop mark making and writing skills. The movement is driven by the music and the underlying principle is enjoyment to build confidence. This combination of rhythmic and then melodic pieces of music are chosen so the pupils can follow and learn specific movements to develop their physical skills including, balance, coordination, flexibility and stamina.

Following on from our EYFS provision, we use the Literary Curriculum as a starting point for our learning. The Literary Curriculum is a complete, thematic approach to the teaching of primary English that places children’s literature at its core. Each unit has been chosen to compliment themes, subjects or topics that pupils access throughout the year. pupils access 6 chosen texts throughout the year and these are on a two year rolling program. Pupils purposefully apply their writing skills within a wide variety of written outcomes.

We teach pupils to spell using a range of strategies. We pay attention to sounds, pattern and shape, as highlighted within the Read Write Inc. scheme, as well as encouraging the child to develop their own observation and memory. Pupils have to be given the opportunity to explore and “have a go” with spelling. They must also become accurate, so that spelling is an automatic activity. Pupils are taught to use their phonic knowledge to write words in ways which match their spoken sounds, as well as being able to write some common words with irregular spellings. This is then extended into using alternative graphemes for accurate spelling.

We believe it is vital that pupils have a solid understanding of vocabulary and understand that this needs to be explicitly taught. This is embedded across the curriculum with a focus on topic specific vocabulary delivered at the start of each topic.

Communication
Across the school, pupils are given the opportunity to develop their communication skills through performance for their peers, the school, parents and the wider community.

In our specialist bases, pupils access Literacy learning through a purposeful adaptation of the “Tell Me Program”. The programme is a book based learning experience where pupils use sensory exploration and repetition to develop their communication and understanding. Specialist staff have developed the programme further to include texts that encourage further development of pupils core words (E.g. a core word unit based on Yes, No by Jan Pieńkowski focusing specifically on yes and no).

Each pupil in our specialist settings has an individual communication target. Pupils will achieve these targets through a range of communication aids, adult led learning and individual exploration.

Pupils with specific communication needs have designated time working with the Speech and Language Therapy team. They support staff in the use of AAC devices, communication boards and PECS. Staff are trained by S&LT leaders on any specific interventions needed for pupils.

Impact

As a result of our curriculum, students develop their knowledge and skills within Literacy. They will make marked progress in reading, writing and communication.

We measure the progress students make at Le Rondin through:

Formal assessment data entry (SIMS)
Half termly phonics assessments
Yearly Salford reading assessments
Creative writing books (3 pieces of work per year)
Informal class observations
Informal collegiate moderation
Clear adaptations made to content for pupils and progression in books
Pupil progress meetings

The vast majority of students will be leaving Le Rondin with a secure understanding of phonics and will be able to access higher level texts when they reach secondary school.

Students will be engaged in their learning throughout the school, showing a love of learning and reading for pleasure. They will be able to apply their knowledge and understanding of Literacy to other areas of the curriculum.