Reading and Phonics
Phonics is taught through ‘StoryTime Phonics’ and is carried out daily in Foundation and Y1.
StoryTime Phonics is an inclusive synthetic, whole class phonics reading and writing programme based on Letters and Sounds, for all children learning to read and write in Foundation and Year 1 and then as an intervention programme for older children where needed.
The lessons are contextualised through the use of a ‘real’ book. Each sound is taught through a real story book written by some of the best loved authors, with a truly memorable Magical Moment Film of the story being read by the Phonic Fairy herself. To accompany each of the storybooks there are comprehension questions to support quality talk sessions to help to develop a rich and deeper understanding of the stories.
Our approach to reading at key stages 1 and 2 consist of 2 dimensions:
• word reading • comprehension (both listening and reading)
Our teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are provided for each.
Our curriculum ensures that skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. We ensure that underpinning both is an understanding that the letters on the page represent the sounds in spoken words. This is why we emphasise phonics in the early teaching of reading to beginners (i.e. unskilled readers) when they start our school.
Our curriculum ensures that good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills are developed through pupils’ experience of high-quality discussion with teachers, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world they live in, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. We encourage pupils to read widely and often to increase pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech.
It is our aim therefore that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.
In Foundation and Key Stage 1 we use a coloured book banded scheme and once children are fluent readers we move onto using Accelerated Reader in Key Stage 2.