Phonics (reading and spelling)
At Appleby Primary School we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
Reading is at the heart of our curriculum. We believe that early success in acquiring reading skills usually leads to later successes in reading as the learner grows and develops a life-long love of reading while failing to master key reading skills early in their learning journey can inhibit learning new skills in all areas of the curriculum.
Children who fall behind in reading simply read less which increases the gap between them and their peers. Consequently, when children need to read in order to learn (rather than learning to read), their reading difficulty creates challenges in other subjects. This creates anxiety and can lead to them never realising their full potential. This can follow through to adulthood where young people who learn well tend to become life-long learners who are more likely to excel in their chosen field than those who do not. This is why the efficient and effective learning of reading has to be at the core of our curriculum.
At Appleby Primary School, we want our children to:
We understand the challenge that exists between teaching children to be fluent readers and ensuring that they develop a love of reading. To support this, we have introduced a reading scheme that embeds the key skills of the phonic phases and their sequence of teaching. Our reading curriculum is designed to achieve a balance between developing the skills of reading alongside an enthusiasm for reading. This promotes a love of reading for all children, encouraging life-long readers who have the skills to access all areas of the curriculum with independence and confidence in to secondary school and beyond.
Our reading curriculum aims to develop the cultural capital of all our children. We enhance our curriculum, especially for the most disadvantaged, by providing access to a diverse range of texts including those which promote different socio-economic backgrounds, disabilities, religions and cultures, and periods of history. Each year we plan to provide opportunities for pupils to watch and take part in theatre productions.
Reading at Appleby Primary School is taught systematically. Some teaching strategies are generic across the whole school, whilst others are specific to key stages. Implementation is by the class teacher and is supported by classroom teaching assistants.
Foundations for phonics in Nursery
Daily phonics lessons in Reception and Year 1
Daily Keep-up lessons ensure every child learns to read
Teaching reading: Reading practice sessions three times a week
Additional reading support for vulnerable children
Ensuring consistency and pace of progress
Ensuring reading for pleasure
‘Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)
‘The will influences the skill and vice versa.’ (OECD 2010)
We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.
The school library is made available for classes to use. Children across the school have regular opportunities to engage with a wide range of Reading for Pleasure events (book fairs, author visits and workshops, national events etc).
We use the Everybody read! resources to grow our teachers’ knowledge of current books alongside the most recent research.
Key Stage 2
In Key Stage 2 children learn to become fluent readers with increasingly growing comprehension skills. Children who are in a learning gap are given significant support through daily 1:1 reading and Rapid Reading Interventions to plug both their phonic gaps and reading with an adult for fluency.
Developing Fluent Readers
Staff reading with children on a 1:1 basis, use a Fluency Rubric to determine the most important objective to work on. This is important so that the session is impactful on the learner. This is used in conjunction with the child’s banded reading book and when their banding changes they are reassessed on a new rubric.
Key Stage 2 Reading Skills
These sessions follow a structured cycle. Teachers select texts that will immerse the pupils in their genre for writing. Whole class guided reading is done daily and focuses on the improvement and embedding of fluency, information retrieval and developing and extending inference and deduction skills. This ensures that all pupils have the opportunity to access and enjoy a range of good quality, age appropriate texts and strengthens the link between our approach of Reading as a Writer and Writing as a Reader.
First the text is introduced and subject specific vocabulary discussed to ensure understanding . The text is read as a whole class with the teacher regularly modelling individually and confident and emerging readers reading aloud. Sections of the text are regularly read independently and developing readers are supported with this by the class teacher or a teaching assistant. When reading aloud the focus is on reading fluency (phrasing, expression, smoothness and pace). Questions posed around making predictions and summarising what has been read. Some questions require a written (then shared) response and others a verbal response. The children work with talk partners, small groups and independently. Developing readers are always supported with independent work. Further reading fluency is continuously developed as the children become immersed in the text and questions are regularly posed around making predictions and summarising what has been read.
Retrieval of Information is a key focus of our teaching and learning. Teachers model using the skills required to answer retrieval questions. This will include identifying the key words in the question and having some understanding of where this answer will be found. Scanning the text to find key words and reading around them to find the answer. Emphasis is placed on answering in a concise and accurate manner.
Word meaning and vocabulary is a critical component of reading fluency. Teachers model using the skills required to identifying the key words in the question and understanding the meaning of the words in context by using words and phrases around it. Emphasis is placed on distinguishing between words, phrases and sentences and accurate copying from the text.
As reading fluency develops, the concept of inference is introduced and the skills needed to deduce using evidence from the text is taught and supported. Teacher models using the skills required to identifying clues within the text that lead us to infer something. Emphasis is placed on using evidence from the text to justify inferences. Teachers also use inference prompts to support developing readers and to extend the thinking of fluent readers.
Assessment of Reading:
Independent Comprehension using NFER assessment materials is done each term in both KS1 and KS2. This is a formative assessment and individual question by question data is gather and analysed for each year group and each child which informs whole class planning and identifies any need for individual or small group intervention.
Summative assessment is threaded throughout the whole class guided sessions and used to inform the planning and teaching of reading.
Reading for Pleasure:
All pupils are read to by an adult regularly. Storytime is vital in developing a love of reading and the will to read independently and by choice. In these sessions, staff read aloud books at a higher level than the ability of the pupils to the whole class. They read with passion and excellent fluency modelling what makes a good reader. Staff select books that promote cultural capital and engage the interests of the pupils they teach.
The children are supported in their independent reading for pleasure using banded books which are available in each class. This ensures that appropriate texts chosen and enjoyed as their reading fluency develops.
Our school library is open at lunchtimes for children to come in and read quietly or to change their books. It is organised and staffed on a rota by teachers and children who have volunteered to become librarians. In addition, we have an E-library which give the children and staff access to hundreds of good quality texts that can be used in lessons via a smartboard or simply read at home for pleasure on their own device.
We believe that reading is key to all learning and the impact of our reading curriculum goes beyond the results of statutory assessments. Children have the opportunity to enter the wide and varied worlds that reading opens up to them. As they develop their own interest in books, a deep love of literature across a range of genres, cultures and styles is provided.
Through the systematic teaching of phonics and reading skills, our aim is for children to become fluent and confident readers who can apply their knowledge and experience to a range of texts through the Key Stage 2 curriculum and beyond.
A Year 6 reader, transitioning into secondary school, will be a fluent, confident and able readers, who can access a range of texts for pleasure and enjoyment, as well as use their reading skills to unlock learning across all areas of the curriculum.
Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.
Ongoing assessment for Rapid Catch-up in Years 2 to 6
KS1 and 2 Reading Assessment