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Reading, Writing & Communication

Intent of the Hazel Wood Reading, Writing and Communication Policy   

At Hazel Wood High school, we recognise that the development of reading, writing and communication [RWC] is an entitlement for every pupil, regardless of their starting points, backgrounds and their ability to read, write and communicate in English when they join us.

Reading has the power to shape and develop minds, both in the classroom and outside of it. Of all the subjects that are taught in school, it is first among equals – the most singular in importance because all our other subjects rely on it. Excellence in all our academic subjects requires strong reading skills and we know that reading, writing, and communication are all intrinsically linked; with progress in each area developing success in the others. Therefore, whilst most of our bespoke intervention relates to developing reading, we are clear that development in all areas of RWC will support our students.

We therefore work with the following organisations to ensure that we have the most up-to-date information and research to support our students:  

  • The National Literacy Trust to train all staff on how to ensure that literacy in every subject discipline is appropriately taught to support all our students. This is a two-year project that began in September 2021.
  • Words for All on our strategies to support students to develop their vocabulary and reading skills. Our Director of KS3 is currently working alongside this organisation on a project designed to improve the reading ages of year 7 students, using phonics intervention, with a full programme designed specifically for KS3 students. 
  • Voice 21 to develop bespoke strategies, and opportunities, when developing all students’ communication skills. 
  • GL Assessments so that we can use diagnostic software to identify the needs of every student and analyse the impact of our reading, writing and communication interventions. We also use their suite of assessments to indicate potential special educational needs. 
  • Oxford University Press in order to provide early reading intervention for students that join us, who are significantly below age related expectations; or are international new arrivals. 
  • Ruth Miskin Training so that every teacher and teaching assistant will understand how to use phonic interventions to support learning. 
  • Lexia to support students with bespoke intervention programmes, once their phonics knowledge is secure. 
  • Our work is also significantly aligned with, and based on, recommendations from the Education Endowment Fundhttps://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4.
  • Hertfordshire Grid For Learning to develop a programme for reading fluency – for intervention post Read, Write, Inc. 

    To read about our RWC offer, the Hazel Wood reading Canon and our pathways of intervention, please click on the downloadable link on the left side of this screen. 


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