We follow the Read Write Inc. Phonics programme to teach our children to read, write and spell. Phonics lessons take place daily

The children begin this programme in the Reception Class and earlier where appropriate.

Our Nursery children develop fundamental phase 1 skills to prepare them for the phonics scheme. Our aim is for every child to read fluently and with understanding by the end of Key Stage 1.

Our teaching staff have completed the Ruth Miskin Read Write Inc training. We also receive additional development days from a Ruth Miskin Consultancy trainer throughout the year. The books that the children take home match the sounds that they are working on at school.

We maximise the number of groups for phonics by using teachers and teaching assistants from across the school so that each group's learning can be carefully targeted, making best use of the progression in the scheme.

We regularly re-assess the children's phonic and reading knowledge and adjust the groups in response to this.

For further information please visit the Ruth Miskin website: https://ruthmiskin.com/en/find-out-more/parents/

Intent

 

Broad

• To develop a love of reading that will continue throughout the children's lives.
• To cover the National Curriculum programmes of study and outcomes.
• Pupils will be taught to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them.
• Through reading in particular, pupils have the chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, will play a key role in such development. Reading will enable pupils both to acquire knowledge and to build on and make links with what they already know.
• A range of opportunities are provided to enable all pupils to communicate their knowledge and understanding of the subject.
• Links will be made with other subjects in the curriculum to reinforce skills, knowledge and understanding and enhance learning.
• There are a range of opportunities for enrichment experiences, such as visiting authors coming to school and World Book Day to celebrate a love of reading, daily story time, well stocked class libraries containing a range of quality texts and buddy reading time.
• Home reading is of great importance and we encourage  parents to work alongside school, providing reading opportunities at home.  We celebrate regular reading with certificates and Class Dojo Points.

Balanced

• Reading is taught daily across the whole school. Early reading begins in EYFS when pupils begin the Read Write Inc. (RWI) scheme which continues daily for all children in KS1. Once the scheme is completed the pupils begin daily whole class reading (WCR) lessons which continue across KS2.
• Opportunities across other curriculum areas will be taken to develop and encourage pupils reading fluency and also expose them to new vocabulary including a range of non-fiction texts and poetry alongside fiction.
• Assembly time is also used to share reading with pupils, talk about their reading and listen to stories.

Progressive

• RWI is a rigorous, fast-paced and structured synthetic phonics programme designed to get every child reading fast and with confidence. Pupils begin the programme in Reception  and, through half-termly assessments pupils will move through the programme, which builds on a starting point of single sounds through to incorporating building sentences, explicit vocabulary teaching in context and developing reading fluency.
• Once pupils have completed the RWI programme these skills are then further embedded in whole class reading across KS2 in line with the National Curriculum. 
• The whole school reading utilises a structure that enables pupils to develop key reading skills and become progressively sophisticated in their use of comprehension skills.

Cumulative 

• Knowledge is revisited and skills developed by repetition and reinforcement in use with other curriculum areas as pupils progress through the school.
• Reading lessons are designed to enable pupils to acquire a rich vocabulary, develop positive attitudes to reading and an ever increasing understanding of what they read. They read and discuss a wide range of non-fiction, poetry, plays and songs. Pupils are given opportunities to increase their familiarity with a wide range of books, including fairy stories, myths and legends including retelling them orally.

Inclusive

• Our reading curriculum is designed so that all pupils are able to read fluently and for pleasure within a broad and balanced curriculum.
• RWI pupils who may require additional support are quickly identified and have additional 1:1 daily interventions specific to their individual needs. Pupils still on the programme in Year 3 continue to be supported in daily RWI lessons and the Fresh Start programme is used in KS2 for children who continue to need a high level of support with their reading.
• Those working towards expectations will usually work on the same tasks but may need greater support and scaffolding. Their knowledge and understanding may be demonstrated orally or visually.  Where possible, pupils will be supported through paired (partner talk) and group work. Questions posed within sessions provide opportunities for all pupils to be able to contribute.
• The progress of disadvantaged pupils is closely monitored and where needed, specific targets will be set to bridge the gap. These are recorded by the class teacher and the impact assessed each half-term.
• Pupils working above expectations are expected to undertake activities with greater independence and are encouraged to deepen their answers to show understanding of a greater depth.
• Any child who has Special Educational Needs that impact on their ability to learn to read will have specific support. This will be coordinated by the class teacher and the SENCO and where appropriate, will involve the use of specific assessments and interventions. Parents will be kept informed.

Implementation

• Pupils begin the RWI programme in Reception through to the end of KS1. Highly skilled reading teachers and specifically trained teaching assistants implement the RWI programme.
• If pupils complete the programme before the end of KS1 they begin whole class reading which combines elements of the RWI programme.
• Pupils in KS2 will follow the National Curriculum programme of study through daily whole class reading lessons. Planning for this follows the VIPERS acronym: Vocabulary, Infer,  Predict, Explain, Retrieve, Summarise.
• A breadth of teaching approaches appropriate to the content and desired learning outcomes are used to engage all pupils and enable them to not just acquire knowledge but to apply it in meaningful contexts.
• Appropriate discussion is recommended as a means of checking pupils’ learning systematically, identifying misconceptions and providing immediate feedback.
• Questions and tasks to stretch and challenge the most able pupils are incorporated.
• Quality resources and materials are provided, including a reading library in each classroom.

Impact

• The impact is evidenced through the pupils’ use and understanding of the knowledge, skills, concepts and specialist vocabulary.
• Teachers use formative assessment during teaching and learning and provide support as needed so that all children make at least expected progress.
• Pupils are assessed half-termly on the RWI programme and groups are adjusted accordingly. The expectation is that pupils make consistent progress through the RWI programme and move through the levels. The bottom 20% in each year group receive specific support and interventions to enable them to increase their progress.
• KS2 pupils undertake a standardised Reading Assessment each term.  In addition, teacher assessment takes into account the degree to which children are reading fluently and with confidence and choosing to read books which engage them in order for them to read for pleasure.
• Children who are working towards the year group expectations will be provided with support and  opportunities to catch up through focussed support during the lesson and in some cases have additional interventions outside of the lesson. This will be identified in targets on their Stepping Stones or on the class intervention record.
• The level each child is working at is recorded and input into the school’s tracking system each term and used in the Spring Term for written reports to parents. The level at the end of the academic year provides the receiving teacher with up-to- date information.
• At the end of Reception, reading is assessed as part of the EYFS assessments.
• Children in Year 6 complete SATS in the Summer Term. The outcomes are evaluated as part of the school Self Evaluation process.