Literacy/Reading across the curriculum

Literacy

This school recognises that literacy is a fundamental life skill and a key factor in enabling pupils to access learning, regulate behaviour, communicate effectively, and achieve positive outcomes. Due to the complex behavioural, social, emotional, and educational needs of our pupils, literacy development is a whole‑school responsibility and must be embedded consistently across all subjects.

ContinU Plus Academy outlines how literacy is promoted, developed, and supported across the curriculum in a way that is inclusive, trauma‑informed, and appropriate to a behavioural school setting.

Aims

The school aims to:

• Ensure all pupils can access the curriculum through appropriate literacy support

• Improve pupils’ reading, writing, speaking, and listening skills across all subjects

• Reduce behaviour incidents linked to frustration, avoidance, or anxiety around literacy

• Promote confidence, independence, and self‑expression

• Ensure consistent literacy practice by all staff

Definition of Literacy

Literacy across the curriculum includes:

• Reading: decoding, fluency, comprehension, and understanding subject‑specific texts

• Writing: sentence construction, spelling, punctuation, structure, and clarity of meaning

• Speaking and Listening (Oracy): discussion, explanation, questioning, and active listening

• Vocabulary: acquisition and use of both functional and subject‑specific language

Rationale in a Behavioural School Context

Many pupils in a behavioural school experience:

• Gaps in literacy due to disrupted education

• Speech and language difficulties

• SEND and SEMH needs

• Low confidence or fear of failure linked to literacy

Poor literacy can present as challenging behaviour, including avoidance, refusal, or disruption. Supporting literacy consistently across the curriculum is therefore a key behaviour‑support strategy as well as an academic priority.

Whole‑School Approach

Shared Principles

All staff will:

• Maintain high but realistic expectations

• Use consistent literacy strategies

• Provide clear routines and structure

• Prioritise success and confidence

• Model correct spoken and written language

Literacy support is not limited to English lessons; it must be embedded across all areas of learning.

Vocabulary Development

• Key vocabulary is identified for each subject and topic

• Vocabulary is:

  • Explicitly taught

  • Rehearsed regularly

  • Displayed visually

• Staff model correct pronunciation and usage

• Pupils are encouraged to use subject‑specific language verbally and in writing

Reading Across the Curriculum

All subjects provide opportunities for pupils to:

• Read short, accessible texts

• Follow written instructions

• Interpret diagrams, tables, symbols, and images

Strategies include:

• Reading aloud by staff

• Pre‑teaching vocabulary

• Chunking text to reduce overload

• Supporting comprehension through questioning and discussion

Across the Curriculum

Writing tasks are appropriately adapted while maintaining consistency in expectations.

Staff will:

• Model writing clearly

• Provide sentence starters, writing frames, or scaffolds

• Focus on meaning before quantity

• Accept alternative formats where appropriate (e.g. bullet points, diagrams, labelled images)

Key writing expectations include:

• Use of full sentences where possible

• Appropriate capital letters and punctuation

• Clear communication of ideas

Speaking and Listening (Oracy)

Oracy is prioritised as a foundation for literacy and behaviour regulation.

Opportunities include:

• Structured discussion

• Turn‑taking

• Explaining thinking verbally before writing

• Using respectful and appropriate language

Staff model positive communication and support pupils to express themselves calmly and appropriately.

Roles and Responsibilities

All Staff

All staff are responsible for:

• Promoting literacy within their subject or role

• Using agreed whole‑school literacy strategies

• Supporting pupils who find literacy challenging

• Modelling correct language and communication

English Lead / Literacy Lead

The English or Literacy Lead will:

• Monitor literacy practice across the school

• Support staff with strategies and resources

• Identify pupils needing targeted literacy intervention

• Support whole‑school literacy development

Senior Leadership Team

The Senior Leadership Team will:

• Ensure literacy is prioritised in school development planning

• Monitor the effectiveness of this policy

• Support staff training and consistency

Supporting Pupils with Additional Needs

Literacy provision is adapted to meet individual needs, including:

• Visual supports and symbols

• Assistive technology where appropriate

• Reduced writing load without reducing challenge

• Clear expectations and predictable routines

Progress is recognised and celebrated to build confidence and motivation.

Links Between Literacy and Behaviour

The school recognises that:

• Literacy difficulties often lead to emotional dysregulation

• Challenging behaviour may mask low literacy confidence

• Calm, structured, predictable literacy routines support positive behaviour

Staff respond to literacy‑related behaviour with support, not punishment, wherever possible.

Monitoring, Assessment, and Review

• Literacy development is monitored through:

  • Lesson observations

  • Work scrutiny

  • Pupil progress data

• The policy is reviewed annually

• Staff training is provided where needed to ensure consistent implementation

Reading across the curriculum

Reading across the curriculum is embedded within daily routines and subject teaching to support the social, emotional, and behavioural needs of pupils. In recognition of the importance of consistency and predictability, each morning during pupil arrival, staff share and read extracts from daily newspapers with students. This calm, supportive routine provides regular exposure to real‑world texts, develops reading comprehension and vocabulary, and encourages structured discussion about current events in a safe and guided way. This approach supports emotional regulation, communication skills, and a positive start to the school day.

Reading is also intentionally and carefully incorporated across all subject areas. Teachers adapt reading materials to meet individual needs, using a range of accessible, engaging texts within subjects such as English, mathematics, science, humanities, SMSC, and vocational learning. Key vocabulary, clear instructions, and short, purposeful reading activities are explicitly taught and modelled to reduce cognitive load and anxiety. Through consistent and supported opportunities to read in different contexts, pupils develop confidence, independence, and resilience, enabling improved access to learning and positive engagement with the wider curriculum.