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In Nursery
In Nursery, provision is in place to ensure children are well-prepared to begin grapheme–phoneme correspondence and blending at the start of reception. The provision includes a balance of child-led and adult-led experiences.
• sharing high-quality stories and poems with children
• learning a range of nursery rhymes and action rhymes
• activities that develop focused listening and attention, including oral blending
• attention to high-quality language with children
From the start of nursery, children have lots of opportunities to engage with books that fire their imagination and interest, as well as immerse them in language they would not otherwise be exposed to. They are also provided with a range of high-quality books to choose and read (in their own words), as well as to share with an adult.
Reception and Year 1
In Reception and Year 1, phonics is taught daily using Little Wandle Revised Letters and Sounds programme, as the route to decode words. Daily phonics sessions teach pupils how to segment and blend using their phonic knowledge which is then consolidated during both teacher-led inputs and independent activities (or in continuous provision areas in Reception). Teachers ensure that pupils’ reading books match the relevant Revised Letters and Sounds phase and that they have regular opportunities to read 1-to-1 with an adult in school. Pupils also share their fully decodable text with a parent or carer regularly. Children who require additional reading catch up support benefit from additional, accelerated phonics sessions, usually on the same day. The programme runs adult-led ‘Reading Practice Sessions’ so that they consolidate their phonics knowledge and learn how to read for meaning. The same fully decodable books will be sent home to be read with parents. Some children in Year 1 will be able to read independently and following assessment (a Star Reading test), will move onto the Accelerated Reading Scheme.
In English lessons, text-based units are taught so that children share in the joy and emotions involved in reading. Stories are read to children each day so that they develop a joy of reading; a wider vocabulary and experience a range of genres and texts beyond what they can read themselves for pleasure.
Year 2
The teaching of phonics continues in Year 2 for those who need it and is done alongside more formal comprehension skills. Previous phonic phases are consolidated to support decoding skills and fluency in reading. Children continue to read books that are fully-decodable, but many children will be reading ability & age-appropriate books from the Accelerated Reading Scheme. Pupils can also share their decodable text with a parent or carer regularly. Children who require additional support continue to benefit from accelerated phonics catch up sessions. Pupils are taught a wider range of oral and written comprehension skills during Reading Practice Sessions. Children are also introduced to the VIPERS scheme for teaching reading comprehension which supports children with vocabulary, inference, prediction, explanation, retrieval, sequencing, and summary skills, and this is taught through a range of activities in discrete lessons. Text-based units continue to be taught so that children share in the joy and emotions involved in reading. Story time is time-tabled daily so that children’s’ imagination and language are developed and that they experience a range of genres and texts beyond what they can read themselves.
Year 3
In Year 3, phonics is used as part of English teaching for those who need it, so that children’s understanding is consolidated. Children who can read independently should be using the Accelerated Reading (AR) Scheme which is made of a wide range of texts matched to their interests. This scheme provides a ZPD or banding for each child, who can then choose a book at their own level. Following completion of each book, the pupil completes an on-line quiz which enables the teacher to assess understanding before they move on to the next book in the phase. A termly assessment is made of the children’s banding level. Pupils can also share AR texts with a parent or carer regularly. As children should have greater fluency by Year 3, more in depth comprehension skills are taught via the VIPERS scheme as a whole class approach. However, vulnerable readers continue to benefit from smaller group Guided Reading sessions to build up independence, vocabulary and core reading skills. Story time continues to be time-tabled daily so that children’s’ imaginations and language is developed and that they experience a range of genres and texts beyond what they can read themselves.
Years 4 – 6
As children’s reading becomes more fluent in KS2, there is more of a focus on developing comprehension skills. These are taught several times each week, via the VIPERS scheme, using a whole-class approach. However, vulnerable readers continue to benefit from smaller group Guided Reading sessions to build up independence, vocabulary and core reading skills. Children at aged-related expectations for reading continue to use the Accelerated Reading Scheme. In Years 5 and 6, children also use the Read Theory Programme, which is a range of differentiated, on-line texts designed to check comprehension skills via a series of quizzes. Children have access to this both in school and at home.
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