Reading & Phonics
Foundation/Key Stage 1
Children first learn their letter sounds and names then apply these to word building.
We use both Letters and Sounds and Jolly Phonics as the basis for our teaching of phonics.
These are both recognised as synthetic phonic schemes. The children will also learn a variety of other key words by sight.
Children read individually, in small groups and as a whole class. A variety of different genres are chosen at an appropriate level of ability for each group of children.
As well as being able to read the text, children are encouraged to discuss the content of the book and their opinions about people, places and events are sought.
The more able readers will be asked about the varied themes of different texts.
Our core reading scheme is The Oxford Reading Tree.
Key Stage 2
Children explore a wide variety of genre, both fiction and non-
They are given opportunities to speculate on the tone and purpose of texts they explore as well as consider both the texts’ themes and audience.
Promoting a Love of Reading
Including the following:
As part of our Authors’ Programme, every class reads a book from a chosen author each half term.
Within the class a mini lending library is set up of books by the focus Author. This helps to widen the children’s range of reading with
modern, highly regarded and age-
We have a well stocked central library with a pupil operated computer check in/check out system.
A librarian is employed at lunch time to manage and promote the library.
We regularly run ‘Authors in School’ weeks when real authors are invited in to school to work alongside children
In their English lessons.
We celebrate International Book Day with many reading themed activities.
We work closely with the Willerby Library to promote their use including summer reading challenge.
‘Happy and Safe Environment: Pupils feel happy and safe at school, working cooperatively and responding well to teachers’ instructions. They perceive the behavior policy as fair and report that bullying is rare.’
‘Well-Planned Curriculum: The school has redesigned its curriculum to build on existing knowledge, with all teachers responsible for specific areas.’
‘Effective Phonics Teaching: The phonics leader ensures consistent teaching of phonics across the school.’
‘Effective Phonics Teaching: Reading books match the taught sounds, and additional support is provided for pupils needing extra help.’
‘Enthusiastic Curriculum Leaders: Curriculum leaders have clear visions for their subjects, with PE and mathematics leaders investing in schemes to support teachers.’
‘Student Responsibility and Community Engagement: The school offers numerous lunchtime and after-school clubs, fostering interests in sports and creative arts.’
‘Student Responsibility and Community Engagement: Pupils also engage in community activities, like making Christmas food hampers and starting a road safety campaign.’
‘Well-Planned Curriculum: Curriculum leaders have developed knowledge organisers to identify key knowledge, skills, and vocabulary, which are shared with families and pupils.’
‘Support for Early Career Teachers: An emotional literacy support assistant has been employed to enhance the special educational needs and disabilities team, providing valuable support to parents and pupils.’
‘Effective Phonics Teaching: The school is considering a new phonics program to maintain high-quality teaching.’
‘Support for Early Career Teachers: The school supports early career teachers with training from subject leaders.’
‘Enthusiastic Curriculum Leaders: Pupils, including those with special needs, benefit from scaffolded tasks and appropriately pitched work.’
‘Student Responsibility and Community Engagement: Year 6 pupils are given responsibilities, such as being ‘dinner buddies’ and leading celebration assemblies.’
‘Wider Development Opportunities: The school promotes pupils’ wider development through opportunities beyond the curriculum, such as links with a school in Uganda, debates, sustainability awareness, and diverse role models.’
‘Governance and Safeguarding: Governors have a strong understanding of the school’s strengths and areas for improvement, effectively supporting and challenging the school leadership.’
‘Governance and Safeguarding: Safeguarding arrangements are effective, with consistent training and comprehensive incident logging.’
