In Reception and Year One, we have implemented and follow the Little Wandle Phonics programme as our primary systematic approach to teaching Early Reading and Phonics. Our systematic approach is adopted by all teaching and support staff to ensure a consistent approach. This is monitored regularly.

Why learning to read is so important
• Reading is essential for all subject areas and improves life chances.
• Positive attitudes to reading and choosing to read have academic, social and emotional benefits for children.

How children learn to read
• Phonics is the only route to decoding.
• Learning to say the phonic sounds.
• By blending phonic sounds to read words.
• Increasing the child’s fluency in reading sounds, words and books.

Reading fully decodable books
• Children must read books consistent with their phonic knowledge.
• It is essential not to use other strategies to work out words (including guessing words, deducing meaning from pictures, grammar, context clues or whole word recognition).
• Books must be fully decodable and follow the Little Wandle scheme
• Children need to read books in a progressive sequence until they can decode unfamiliar words confidently.

The role of Parents’ and Carers’
• Have a positive impact on their child’s reading.
• Should model the importance of reading practice to develop fluency.
• Children take home books they have read at school to re-read at home to build fluency.
• There are two different types of books that pupils bring home: reading practice and books to share for pleasure.
• Reading at home encourages a love of books, along with developing vocabulary and discussion.
• Parents should use voices, expression, discuss unfamiliar vocabulary, talk about the pictures, and predict what might happen next.
• Give positive yet informative feedback by commenting on their child profile on class dojo.

Library book
In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The children will have the opportunity to select their own book from our school library. Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters or explore the facts in a non-fiction book. The main thing is that you have fun.

Any child in Year Two or above who cannot read at age-related expectations will be assessed and moved onto the Rapid Catch-Up Programme if necessary.

Phonics Screening Check

Towards the end of Year 1, children sit the national Phonics Screening Check where they are asked to read a series of 40 words and non-words. This was introduced in 2012.   The daily phonics teaching in Reception and Year 1 prepares the children for this check.  Support is given to parents through Parent Workshops held early in the year. 

Children who do not achieve the expected standard receive more focussed or additional teaching as they enter Year 2.

For those children who enter the juniors with weaker phonics skills, targetted support is put into place to improve their phonic and spelling skills.