English ~ Reading and Phonics
Intent, Implementation and Impact
Intent
At Charlwood Village Primary School we passionately believe that a high quality English curriculum should develop pupils’ love of reading, writing and discussion. In English lessons and across the wider curriculum, reading is key and we use exciting and relevant texts in a range of genres to enrich children’s learning. It is the aim of every teacher at Charlwood Village Primary School to ensure that their class develop a love of reading, writing and responding to texts, whilst raising standards for every pupil.
Therefore, we want to develop increasingly competent, confident readers who enjoy reading and progress quickly. This includes, but is not exclusively about, having met the Phonic Screening Check Standard in Y1. We want learners to have truly secured their phonics to ensure their fluency in decoding and prevent barriers to reading and writing as they move through our school and the rest of their life-long learning journey.
To ensure fidelity, we follow ‘Essential Letters and Sounds’ to teach Phonics and early reading, with a clear progression of phonic knowledge and application. In these early stages of reading, books are carefully matched to a child’s phonic knowledge in line with Essential Letters and Sounds and the Oxford Owl reading scheme.
Essential Letters and Sounds – Information for parents and carers.
Getting all children to read well, quickly
Keep Up rather than Catch Up
We have chosen to use Essential Letters and Sounds which is a Systematic Synthetic Phonics Programme designed to teach children how to read through the act of decoding and blending.
An SSP teaches children the link between the sounds of our language (phonemes) and the written representation of these sounds (graphemes), or the spellings of the sounds contained within the English language. Essential Letters and Sounds is a complete Systematic Synthetic Phonics Programme (SSP).
Implementation
From The National Curriculum in England – framework document – Reading
The programmes of study for reading at key stages 1 and 2 consist of two dimensions:
· word reading
· comprehension (both listening and reading)
It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each. 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. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.
Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.
Reading widely often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination creating an awe and wonder for curious young minds.
It is essential 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.
How we show the Core Values in Phonics
CONFIDENT ~ We join in and have a go at new things.
VALUED - We learn together and support each other.
PREPARED - We practise our learning at school and at home.
SUCCESSFUL - We understand how important and enjoyable reading is and take care of books.
At Charlwood Village Primary School, we use the Oxford Reading Tree books for our daily Guided Reading sessions. To further boost pupils’ comprehension skills, we use e-books on the Essential Letters and Sounds, to which all pupils in Early Years and Year 1 have access, and the Oxford Reading Buddy, to which all pupils in years 1-6 have access.
At Charlwood Village Primary School, we identify pupils who need support and provide intervention in the most effective and efficient way that we can. We run intervention reading groups and are fortunate to have parents or grandparents who come in regularly to hear pupils read. Most pupils on the SEND register have reading and comprehension as one of their targets. Teachers plan and teach English lessons which are differentiated to the particular needs of each pupil. We help each pupil maximise their potential by providing help and support where necessary whilst striving to make pupils independent workers, once we have helped to equip them with the confidence, tools and strategies that they need.
We run parent information sessions on phonics for Early Years and Year 1 parents, reading and SATs for Year 2 parents and a SATs meeting for Year 6 parents so that they understand age-related expectations. These sessions are usually well attended by parents and carers who often comment about how helpful the sessions have been for them.
We love to celebrate success of all learners and strive to help all pupils achieve their goals. Reading is celebrated in classrooms and around school at Charlwood Village Primary School. In addition, throughout the school year our English curriculum is enhanced through World Book Day, an annual Spelling Bee competition, parent 1:1 reading and a range of trips and visits which enrich and complement children’s learning.
Impact
The impact on our pupils is clear: progress, sustained learning and transferrable skills. Termly assessment is showing that most children at Charlwood Village Primary School are achieving age-related expectations in reading. Each year we have children achieving at a greater depth in reading at the end of KS1 and are working hard to emulate that at the end of KS2.
We hope that as pupils move on from Charlwood Village Primary School to further their education and learning, that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.
Intent, Implementation and Impact
Intent
At Charlwood Village Primary School we passionately believe that a high quality English curriculum should develop pupils’ love of reading, writing and discussion. In English lessons and across the wider curriculum, reading is key and we use exciting and relevant texts in a range of genres to enrich children’s learning. It is the aim of every teacher at Charlwood Village Primary School to ensure that their class develop a love of reading, writing and responding to texts, whilst raising standards for every pupil.
Therefore, we want to develop increasingly competent, confident readers who enjoy reading and progress quickly. This includes, but is not exclusively about, having met the Phonic Screening Check Standard in Y1. We want learners to have truly secured their phonics to ensure their fluency in decoding and prevent barriers to reading and writing as they move through our school and the rest of their life-long learning journey.
To ensure fidelity, we follow ‘Essential Letters and Sounds’ to teach Phonics and early reading, with a clear progression of phonic knowledge and application. In these early stages of reading, books are carefully matched to a child’s phonic knowledge in line with Essential Letters and Sounds and the Oxford Owl reading scheme.
Essential Letters and Sounds – Information for parents and carers.
Getting all children to read well, quickly
Keep Up rather than Catch Up
We have chosen to use Essential Letters and Sounds which is a Systematic Synthetic Phonics Programme designed to teach children how to read through the act of decoding and blending.
An SSP teaches children the link between the sounds of our language (phonemes) and the written representation of these sounds (graphemes), or the spellings of the sounds contained within the English language. Essential Letters and Sounds is a complete Systematic Synthetic Phonics Programme (SSP).
Implementation
From The National Curriculum in England – framework document – Reading
The programmes of study for reading at key stages 1 and 2 consist of two dimensions:
· word reading
· comprehension (both listening and reading)
It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each. 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. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.
Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.
Reading widely often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination creating an awe and wonder for curious young minds.
It is essential 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.
How we show the Core Values in Phonics
CONFIDENT ~ We join in and have a go at new things.
VALUED - We learn together and support each other.
PREPARED - We practise our learning at school and at home.
SUCCESSFUL - We understand how important and enjoyable reading is and take care of books.
At Charlwood Village Primary School, we use the Oxford Reading Tree books for our daily Guided Reading sessions. To further boost pupils’ comprehension skills, we use e-books on the Essential Letters and Sounds, to which all pupils in Early Years and Year 1 have access, and the Oxford Reading Buddy, to which all pupils in years 1-6 have access.
At Charlwood Village Primary School, we identify pupils who need support and provide intervention in the most effective and efficient way that we can. We run intervention reading groups and are fortunate to have parents or grandparents who come in regularly to hear pupils read. Most pupils on the SEND register have reading and comprehension as one of their targets. Teachers plan and teach English lessons which are differentiated to the particular needs of each pupil. We help each pupil maximise their potential by providing help and support where necessary whilst striving to make pupils independent workers, once we have helped to equip them with the confidence, tools and strategies that they need.
We run parent information sessions on phonics for Early Years and Year 1 parents, reading and SATs for Year 2 parents and a SATs meeting for Year 6 parents so that they understand age-related expectations. These sessions are usually well attended by parents and carers who often comment about how helpful the sessions have been for them.
We love to celebrate success of all learners and strive to help all pupils achieve their goals. Reading is celebrated in classrooms and around school at Charlwood Village Primary School. In addition, throughout the school year our English curriculum is enhanced through World Book Day, an annual Spelling Bee competition, parent 1:1 reading and a range of trips and visits which enrich and complement children’s learning.
Impact
The impact on our pupils is clear: progress, sustained learning and transferrable skills. Termly assessment is showing that most children at Charlwood Village Primary School are achieving age-related expectations in reading. Each year we have children achieving at a greater depth in reading at the end of KS1 and are working hard to emulate that at the end of KS2.
We hope that as pupils move on from Charlwood Village Primary School to further their education and learning, that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.
EARLY YEARS AND KEY STAGE 1 READING AND PHONICS INFORMATION
Essential Letters and Sounds is a full SSP Programme
| PowerPoint Presentation from the Phonics Workshop 100123.pdf |
| Recording link for Phonics Workshop 100123.docx |
| essential-letters-and-sounds-is-a-full-ssp-programme.pdf |
Complete ELS Progression
| complete-els-progression.pdf |
ELS Term by Term Progression
| els-term-by-term-progression-outline.pdf |
ELS Glossary
| essential-letters-and-sounds-glossary.pdf |
ELS Spelling Sequence
| els-spelling-sequence.pdf |
READING ACHIEVEMENT STATEMENTS
Links that can be made with the EYFS Early Learning Goals
| links-that-can-be-made-to-the-eyfs-early-learning-goals.pdf |
Reading Achievement Statements EY-Y6
| reading_achievement_statement_2018_version.pdf |
READING PROGRESSION ACROSS THE SCHOOL
| EY and KS1 Reading Expectations.pdf |
| KS2 Reading Progression.pdf |
| Vipers Bookmark for Parents in KS2.pdf |
KEY READING EXPECTATIONS Y1-6
READING LIST EY-Y6
| Recommended Reading List.pdf |
