At Churchfields, reading is taught in line with the requirements of the National Curriculum 2014 for English.
The National Curriculum programmes of study for reading at key stages 1 and 2 consist of two dimensions:
-comprehension (both listening and reading).
It is essential that our teaching focuses on developing pupils’ competence in both areas.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. Good comprehension draws from knowledge of vocabulary and grammar and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. We encourage all pupils to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and in turn, helps to develop other skills, such as writing.
Aims of the subject: Our aims in teaching reading are to set high expectations matched to the ability of children and to provide equal opportunities for all children:
- To develop the necessary skills to use language confidently, appropriately and accurately,
- To be able to read a range of materials fluently and with understanding for enjoyment and for information.
Each class has a daily English lesson in addition to separate Read, Write, Think sessions each week.
Nursery and Reception
In the Foundation Stage, work is in accordance with the Early Years Foundation Stage Profile. The objectives stated in the Framework are introduced gradually and are in place for the last term in the Reception class. We use the Early years outcomes A non-statutory guide for practitioners and inspectors and Development Matters to help inform understanding of child development through the early years. We teach children the skills they should develop for their age range and make sure will accelerate children’s learning for those who are behind and challenge more able.
The teaching of phonics is based on the government programme of study, ‘Letters and Sounds’. It is based on a structure of six phases, teaching from Nursery until the end of Key Stage 1. Phonic lessons is taught throughout the EYFS and KS1 daily for 20 minutes. Each lesson consists of a review, teach, practise, apply approach in order for children to become secure in their phonic knowledge.
Children meeting secure age-related expectations work within the appropriate phase outlined by the Letters and Sounds document. Any children who are working significantly below or above age-related expectations may be included in the teaching of a different phonics phase, to ensure their learning needs are met.
A clear teaching progression from Reception to Y2 has been mapped with weekly objectives identified (see appendices 1, 2 and 3). It is intended that each year group in EYFS and KS1 will be secure in the following phases by the end of the year:
- Nursery will begin the teaching of Phase 1
- Reception classes will be secure in Phase 2, 3 and 4 with Phase 1 continuing to be taught alongside these phases.
- Year 1 will revise phase 4 and be secure in Phase 5, with Phase 1 being taught alongside.
- Year 2 will revise phase 5 and will introduce Phase 6 and key phonic and spelling objectives from the government document ‘Support for Spellings’.
In each phonics lesson the daily phonic objective will reinforced through the teaching of High Frequency and Tricky words within each phase. These words will form a basis for children’s weekly spellings to be learnt at home. Spellings in Year 1
All lessons are appropriately differentiated to meet the individual child’s needs and are identified on the weekly planning.
Assessment and evaluation of Phonics progress and attainment:
The children are assessed regularly and teaching adapted as knowledge and skills are acquired. Formal assessment and progress are recorded at the end of each term and/or at the end of each phase. This is recorded on individual assessment sheets and the data collated and put onto a class tracking sheet. The tracking sheet data is monitored by the phase leaders each term and is used to inform future planning. This information also forms a key part of discussions in half-termly Pupil Progress meetings with Senior Leaders. Children who are not making satisfactory progress are identified and extra support is put in place, either in phonics lessons or as part of an intervention programme.
Home-School Shared Reading Scheme
We aim to encourage reading to be developed both as a fundamental skill and an enjoyable activity through a home-school approach. The scheme is implemented in the Nursery and continues throughout the school. A Reading Record booklet shows the book chosen, has room for comments and also provides advice and guidelines both for parents and for children themselves as they become independent readers. With guidance, independent readers choose a book from either the class library or school library to take home.
Lunchtime book clubs are run for children in Years 2 to Year 6.
To encourage book ownership and to further foster an enjoyment of reading, children are given opportunities to purchase books from the school Book Fair, held during Book Week. In addition, authors, poets, drama groups and performers are invited in and children are encouraged to take part in whole school activities such as dressing up as a favourite book character.
Children are invited to donate a new book to the school library if parents and carers wish to celebrate their birthdays in school .