Front Cover -- Coordinating English at Key Stage 1 -- Copyright Page -- Contents -- Acknowledgments -- Series editor's preface -- Introduction -- English coordinator or literacy coordinator? -- Part one: The role of the English coordinator at Key Stage 1 -- Chapter 1. What is the role of the coordinator? -- Chapter 2. Being a coordinator -- Establishing your role -- Getting started -- Planning for success -- Providing experiences of literacy -- Modelling lessons - using Big Books -- Using story (Yr 2) -- Staffroom noticeboards -- Sharing the curriculum initiative -- Chapter 3. Strategies for staff development -- Organising Inset -- Learning to manage meetings -- Part two: What you need to know about English and literacy at Key Stage 1 -- Chapter 4. Establishing basic beliefs about literacy -- Basic beliefs -- Key Statement 1: The foundations of literacy are laid at home in the early years -- Key Statement 2: We can build on those early foundations -- Key Statement 3: The children need a language rich environment -- Key Statement 4: All reading and writing experiences should be child centred, purposeful and meaningful -- Chapter 5. How does all this fit within the Literacy Framework? -- Reinforcing practice -- Links with other subjects -- Children with English as an additional language -- Children with special needs -- Part three: Developing and maintaining a policy for English at Key Stage 1 -- Chapter 6. Producing a policy document -- Why do we need a policy document for English? -- Where to begin? -- What to include? -- Presenting the policy document -- The policy as a vehicle for staff development -- Relationship to the School Development Plan -- Chapter 7. Planning -- Where do we start? -- Medium-term planning -- And so to the short term -- What about areas outside literacy? -- Part four: Monitoring for quality -- Chapter 8. Assessment.

Why do we do it? -- When to do assessment -- Assessment opportunities -- Assessment during the Literacy Hour -- Chapter 9. Baseline assessment -- Getting the Baseline and setting the target -- Looking at Baselines . . . starting points -- Target setting using SAT results -- Chapter 10. Evidence of achievement at Key Stage 1 -- Children's achievements in reading -- Children's achievements in writing -- Children's achievements in speaking and listening -- Evaluating the data -- The use of portfolios -- Storing the data -- Reporting to parents -- Reporting to the junior department -- Successful schools -- Part five: Resources for learning -- Chapter 11. Managing resources and facilities -- Resources for children -- Funding -- Resources for teachers -- A final word, or two -- References -- Big Books -- Index.