Phonics and Reading Scheme
- Guided Reading - this takes place on a regular basis, with each group receiving at least 1 sessions per week throughout the school, with children being taught in groups of up to 6. Reception children will start guided reading when appropriate in preparation for Year 1. Teachers plan the guided reading sessions, to including the teaching of reading strategies and reading comprehension skills. Children then complete activities for responding to the text they have read. There is a good selection of systematic synthetic phonics books including Floppy’s Phonics, Phonics Bug and Bug Club which enable the younger children to practise the skills they have been taught in their daily phonics lesson.
- Better Reading Partners - The Better Reading Partnership is a targeted, time-limited, one-to-one intervention over 10 weeks. It is designed to improve the way children read, enabling them to be independent problem solvers who read with understanding and enjoyment.
- Home Reading - All children are provided with reading books to take home and read with parents. A reading record will accompany each book, which will act as a communication tool between staff and parents. There is a good selection of systematic synthetic phonics books including Floppy’s Phonics, Phonics Bug and Bug Club, which enable the younger children to practise the skills they have been taught in their daily phonics lesson.
- Shared Reading – Daily opportunities for children to read aloud as a class with the teacher modelling, using a range of big books and books on the interactive whiteboard.
Reading For Pleasure
- Bug Club – children in Foundation Stage and Key Stage One have access to Bug Club, an ICT facility in which they can read books and complete activities related to these books. Teachers add books to each child’s online folder, at the appropriate book band and check children’s progress and achievements.
- Library – the library is available to all pupils across the school.
- Class novel – each class should have a class novel which is read on a regular basis.
All children in Foundation and Key Stage 1 will receive 20 minutes phonics teaching each day in phonic phase groups. Teachers ensure phonics teaching is systematic, in that it is regular, discrete, explicit and in an agreed and rational sequence. This will be taught using the Letters and Sounds programme. This synthetic phonics work begins simply with oral blending, that is, the children listen to sounds and then blend them. They also learn to say sounds, in order, that are represented by individual letters and pronounce these together to say a word. Synthetic phonics also teaches children to break down (segment) a word they hear into its individual sounds, starting from the first sound and working systematically through the word. For each sound they hear, they choose the letter or combination of letter, to represent that sound in order to spell the word.
- Phonics sessions are taught using multi-sensory activities, they are interactive and use both the indoor and outdoor environment, teaching children to blend sounds for reading and segment sounds for spelling. Each child’s progress will be tracked, using a phonics data tracking sheet.
- The children will continue with phonics sessions until they complete phase 6. Intervention programmes will be put in place for those under achieving.
- Children will be assessed and taught with other children on the same phase.
- Children’s phonics ability will be tracked through to KS2 and children will be streamed into phonics groups according to ability. Those children who still need phonics teaching in Key Stage 2 will be taught using ‘Bounce Back to Phonics’. As children finish the phonics programme they will move onto the Support for Spelling Programme.
- Opportunities will be provided to link phonics teaching into shared and guided reading and writing and continuous provision.