How we teach Reading
Learning to read is one of the most important things your child will learn at our school. Everything else depends on it, so we put as much energy as possible into making sure that every single child learns to read as quickly as possible.
We want your child to love reading – and to want to read for themselves. This is why we work hard to make sure children develop a love of books as well as simply learning to read.
We start by teaching phonics in Reception, following the Letters and Sounds programme supplemented using Jolly Phonics actions, songs and resources. Children learn how to read the sounds in words and how those sounds can be written down. This is essential for reading, but it also helps children learn to spell.
The children also practise reading (and spelling) ‘tricky words’, such as ‘once,’ ‘have,’ ‘said’ and ‘where’.
Once children can blend sounds together to read words, they practise reading using books that match the phonics and the ‘tricky words’ they know. They start to believe they can read and this does wonders for their confidence.
Teachers regularly read to the children too so they get to know and love all sorts of stories, poetry and information books. This helps to extend children’s vocabulary and comprehension, as well as supporting their writing.
We check children’s reading and comprehension skills regularly so we can ensure they are supported and challenged in the right way. Children move through our book banded reading scheme, starting with our Jolly Phonics books in Reception. As the children come to the end of this scheme in year one they move onto our book banded scheme. We regularly check which book band your child should be on.
As the children move up through the school they are taught reading skills through a daily reading lesson. This is supplemented by 1:1 reading with an adult, often the Teacher or Teaching Assistant but also reading volunteers. Our reading lessons use a class text that is matched to the age related expectations for each year group. The Teacher works with the whole class and groups of children to develop their decoding, retrieval, inference and deduction skills. The focus in these lessons is on developing reading skills however as children progress through the school they record written responses to comprehension style questions to prepare them for the end of Key Stage 2 expectations. All children are supported in accessing the age appropriate text for their year group. If children need additional support with phonics and decoding this support is provided through individualised intervention and tracked by our SENDCo, Mrs Owens (firstname.lastname@example.org)
Our English leaders are: