2009-2010 - Hornbill School Website

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30 learner’s home language, responses from the learner in L1 will provide a picture of the child’s level of fluency and literacy in their home language and L1 responses can be included in the recording form for the assessment. 7. NSTs and support staff are strongly advised to work closely with the parents of all children requiring EAL support. Parents should be welcomed positively into Foundation Stage and school settings. A welcome poster in Nepali is a positive sign to parents that they are welcome. There are many other strategies which help to develop pleasant, cooperative liaison and contribute towards the enrichment of the school environment:- • Learning phrases for greetings in Nepali by non-Nepali staff can be a positive welcome to bilingual parents; • Parents should be encouraged to: Stay or return early for their children in the first few days Share their skills in Foundation Stage or <strong>School</strong> settings ‣ Cooking ‣ Painting ‣ Storytelling • Parents and children should be encouraged to use their home language; • Parents should, if possible, be included in workshop sessions to produce materials relevant to bilingual children. ‣ Story books ‣ Dual language taped stories ‣ Games ‣ Name labels in home language ‣ Materials to do with festivals ‣ Parents can promote positive images through their direct involvement in Foundation Stage or <strong>School</strong> settings. Support Programmes and Levels of Intervention Monitoring Where a teacher believes there may be a specific need, which could be met by a support programme, but due to the child’s recent arrival and our knowledge that language acquisition can normally take up to 2 years, we simply monitor the child’s progress to ensure it follows normal language acquisition. Reading Programme This is a support programme that increases the number of times a child is heard reading in school by NSTs or a member of the EAL support team. Jolly Phonics Jolly Phonics is an organised programme of support for individuals, groups and whole class where the Jolly Phonics content is delivered. Toe-by-Toe Toe-by-Toe is a structured reading programme to support and accelerate the reading age of a student, with or without reading difficulties, far in advance of
31 their chronological age. It is a progressive support programme delivered for 20 minutes every day. Alpha to Omega Alpha to Omega is a clearly structured programme offering a linguistic, phonic approach to support children in reading, writing and spelling. Talking Partners Talking Partners is a programme to boost speaking skills and was developed by Education Bradford. It is a structured oral language programme providing part of an integrated approach to raise levels of achievement. The programme is run 20 minutes a session, 3 sessions per week for 10 weeks. Early Literacy Support (ELS) The aim of the intervention is to ensure that by the beginning of Y1 Term 3, all children are working at the appropriate objectives and are able to participate fully in the daily Literacy Hour with their peers. Each intervention session: • includes a daily word level element and provides a balance of reading, writing and speaking and listening across the week; • focuses on securing key learning objectives, setting targets and reviewing progress; • includes activities designed for the children to ‘take away’ to practise and consolidate their learning; • is closely aligned to the Literacy Hour; the ‘teachers’ notes’ provide guidance to help the class teacher support the children as they transfer their learning from the intervention sessions into the Literacy Hour. Additional Literacy Support (ALS) ALS is designed to help pupils in Key Stage 2 who have already fallen behind in literacy, but who would not otherwise receive any additional support in this area. Each module includes a practical, high quality teaching programme for such pupils, to be delivered during the group work session of the Literacy Hour by teachers and classroom assistants, working in partnership. There are four modules on phonics, reading (guided and supported) and writing (shared and supported), as well as guidance for teachers on managing ALS and an accompanying video. Further Literacy Support (FLS) Further Literacy Support is targeted at children in Year 5 who have achieved at least Level 2 at the end of Year 4 and who are working at Level 3 in Year 5. It consists of a training programme, screening procedures and three modules of additional literacy sessions focused on key objectives from Years 4 and 5. There is an emphasis on writing, on strategies that enable children to track and comment on their own progress, and on independent ‘homework’ tasks. The support programmes will be tailored and used for a range of different groupings based on the assessment of need.
Page 1 and 2: ‘Flying High’ Working Together
Page 3 and 4: 3 Mission Statement Hornbill School
Page 5 and 6: 5 At Hornbill School we aim to: Eng
Page 7 and 8: ORGANISATION 7 The children are org
Page 9 and 10: Mr Colin Hunter Mr Tikaram Thapa Mr
Page 12: Monitoring, Evaluating & Impact 201
Page 15 and 16: 15 Telephone Should staff wish to m
Page 17 and 18: 17 Hornbill School Academic Calenda
Page 19 and 20: Leave It is vital that the Garrison
Page 21 and 22: 21 HEALTH & SAFETY - ALL STAFF NEED
Page 23 and 24: 23 Please note if any member of sta
Page 25 and 26: • Severe localised pain. • Skin
Page 27 and 28: 27 All staff should read the curren
Page 29: 29 of the child will be continuousl
Page 34 and 35: 34 to give it high profile as it ca
Page 36 and 37: • Changing your classroom managem
Page 38 and 39: We recognise the importance of comm
Page 40 and 41: 40 PLEASE REFER TO ICT POLICY RESOU
Page 42 and 43: 42 Dress Codes Dress codes for the
Page 44 and 45: HORNBILL SCHOOL B R U N E I HORNBIL
Page 50: 50 HORNBILL SCHOOL B R U N E I Horn

2009-2010 - Hornbill School Website

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