Phonics and Reading

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Bug Club Parent Information

By the time our students reach the age of 11, we strive for them to demonstrate the following competencies:

• They will exhibit fluency and comprehensive understanding in reading, drawing upon a repertoire of independent strategies for self-monitoring and correction. Our children will discover a profound interest in a diverse array of reading materials, prompting them to engage in spontaneous reading activities, driven by enjoyment and pleasure. As they delve into literature, they will acquire an expansive vocabulary, a robust understanding of grammar, and familiarity with the linguistic conventions that govern reading, writing, and spoken language.
• Furthermore, we aim for our students to become well-versed in a variety of narrative and non-narrative forms, comprehending their structures and language features. This familiarity will empower them to emulate these forms in their own writing, tailored appropriately to the context, purpose, and intended audience.
• We are committed to ensuring that every child meets age-related expectations while actively encouraging them to exceed these benchmarks. As a school, we are determined that every child will learn to read, regardless of their background, needs, or abilities. Our vision is for our children to grow into fluent and confident readers, equipped with skills that will serve them throughout their lives. They will be immersed in an extensive collection of stories, poems, nursery rhymes, and non-fiction texts, all designed to enrich their vocabulary, enhance their language comprehension, and nurture a lasting appreciation for reading.
• To cultivate a genuine willingness to read and the ability to read for learning, it is vital for our children to possess secure reading skills. This foundation enables them to read with both fluency and comprehension, which we believe are at the heart of our entire curriculum, underpinning all subject areas. We aspire for every child to read widely, thereby accumulating a wealth of knowledge across the curriculum. By offering a diverse selection of texts, we aim to broaden their minds and experiences and facilitate empathy for the world they inhabit. Supporting the development of their cultural capital is an essential aspect of our reading programme.
• Reading is an indispensable life skill, making it imperative that we empower our students to become independent readers. These skills enable them to efficiently process information, engage fully in their learning experiences, and prepare them for the next stage of their educational journey.

By the end of Key Stage 1, our pupils will have achieved fluency in decoding texts:

• They will be able to read with confidence, fluency, and a high level of understanding, demonstrating the ability to draw upon an array of independent strategies for self-monitoring and correction. We will foster a strong interest in a wide range of reading materials, encouraging them to engage in spontaneous reading for enjoyment.
• Moreover, our students will read confidently to acquire information, showcasing their ability to navigate texts purposefully. Through this process, they will continue to develop a broad vocabulary, demonstrate an understanding of grammar, and gain knowledge of the linguistic conventions pertinent to reading. Importantly, they will aim to not only meet but exceed the age-related expectations set for their reading skills.

Early Reading

At Chancel, we prioritise early reading through the systematic, synthetic phonics programme, Read Write Inc. From the outset in Reception, children partake in a daily phonics lesson that aligns with the structured progression established by this phonics programme. This approach continues into Year 1 and Year 2, ensuring that children develop into fluent readers.

In Reception, we implement a strong foundation by assessing children and placing them into ability groups, consisting of three tiers. Children are introduced to their set 1 sounds, which includes the concept of ‘Special Friends’. By the end of the Reception year, we assess the sounds taught thus far and address any gaps with targeted recap sessions. The curriculum progresses with word time lessons for set 2 sounds, enabling children to read purple books.

As children transition into Year 1, strong progress continues. By the end of the academic year, it is our expectation that children will build speed and fluency in reading set 1, 2, and 3 green words and be capable of reading blue books independently. By the Spring term of Year 2, our objective is for children to have completed the phonics programme, embarking on grey books. Daily reading lessons continue, exposing children to a diverse range of literature while encouraging them to read with pace and fluency, use expression and tackle multisyllabic words with confidence.

Regular assessments are conducted throughout Reception and KS1 to inform future teaching strategies and identify children requiring additional support in their phonics knowledge. Daily assessments within the classroom enable staff to swiftly identify any students at risk of falling behind, allowing for timely interventions. Furthermore, if necessary, these interventions may extend into Year Three ensuring we support all learners to fulfil their potential.

Our staff also undergo regular training; leaders regularly monitor the phonics programme to maintain high-quality instruction and support for all learners.

Early Reading – Our Philosophy

Our approach to early reading is intricately linked to our holistic philosophy, which emphasises the significance of sharing stories in all classrooms. By engaging young learners with quality, language-rich texts, we foster an environment conducive to exploration and creativity. These carefully selected materials are designed to be read and re-read, allowing children to immerse themselves in the narratives and develop a profound connection with the language.

This repeated exposure not only ignites their imaginations but also lays the groundwork for fluency in reading. As children become more familiar with the rhythm and structure of language, they are better equipped to comprehend more complex ideas and themes. Consequently, the ability to decode words and develop a rich vocabulary contributes significantly to overall comprehension skills. Our commitment to a nurturing and immersive reading experience ensures that children are equipped with the necessary tools to thrive academically and develop a lifelong love for literature.

Please follow the link for more information about the Read Write Inc. phonics scheme including guides for parents/carers.

https://home.oxfordowl.co.uk/reading/reading-schemes-oxford-levels/read-write-inc-phonics-guide/

https://www.ruthmiskin.com/

Daily Reading

In Key Stage 1, daily reading lessons are integral to developing foundational literacy skills. Whole class guided reading supports children’s phonetic knowledge and comprehension abilities, fostering an inclusive environment where all pupils can engage actively with texts.

In Key Stage 2, guided reading sessions are conducted daily, specifically centred on enhancing vocabulary, fluency, discussion, and comprehension. By integrating these reading practices, we not only aim to improve literacy standards but also to cultivate a lifelong appreciation for reading amongst our students, ensuring they are well equipped for their educational journey ahead.

Carefully selected books are sent home from The Bug Club scheme, allowing children to explore a new book each week and promoting a love for reading while enhancing their skills.

Please see the attachment at the foot of this page to assist parents/carers. Follow the link for general advice about reading with your child.

https://www.booktrust.org.uk/books-and-reading/tips-and-advice/reading-tips/

Reading for Pleasure

Reading for Pleasure is firmly embedded within our educational ethos. We believe it is essential to cultivate a thriving culture of reading for pleasure throughout the school, ensuring that every child is afforded the opportunity to develop a genuine love for reading.

To facilitate this, we maintain a number of well-curated class libraries, where teachers read aloud a carefully selected class book each day. These texts encompass a diverse range of high-quality literature that aims to engage all learners, promoting inclusivity and enjoyment. During read-aloud sessions, teachers refrain from interrupting the flow of the narrative with unnecessary questions, thus allowing the story to captivate the children, with pauses reserved for elucidating key vocabulary.

In addition to class-wide reading sessions, children are encouraged to read independently during morning and afternoon registration times. We actively promote reading at home, supporting parents in understanding how to engage with their children during reading activities. Teachers foster a culture of reading for pleasure by offering recommendations and facilitating informal book discussions, alongside various year group reading challenges.

Our inviting book corners feature a limited selection of high-quality texts for borrowing, supplemented by additional resources sourced from the school library. This holistic approach ensures that reading remains a vibrant and integral part of our school community.

Our commitment at Chancel Primary School is to create an environment where the joy of reading flourishes, and where every child embarks on a lifelong journey of exploration, learning, and creativity through the power of written language.