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Hormead C of E
First and Nursery School

"Love of Learning, Love of Life, Love of God"

English - Reading

Intent

Phonics Reading and Spelling

At Hormead, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Reception and follow the Little Wandle progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through the school. 

 

As a result, all our children are able to tackle any unfamiliar words as they read. At Hormead, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speak and listening are crucial skills for reading and writing in all subjects. 

 

Comprehension

At Hormead, we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for pleasure and purpose.

 

Because we believe teaching every child to read is so important, we have a Reading Leader who drives the early reading programme in our school. This person is highly skilled at teaching phonics and reading, and they monitor and support our reading team, so everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme. 

 

Implementation

Foundations for phonics in Nursery

We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for 'Communication and language' and Literacy'. These include:

  • sharing high-quality stories and poems
  • learning a range of nursery rhymes and action rhymes
  • activities that develop focused listening and attention, including oral blending
  • attention to high-quality language.

We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.

 

Daily phonics lessons in Reception and Year 1

  • We teach phonics for 30 minutes a day. In Reception we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week's teaching to help children become fluent readers.
  • Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term. 
  • We follow the Little Wandle letters and Sounds expectations of progress:
    • Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy. 
    • Children in Year 1 review Phase 3 and 4 and are taught to read and spell worrds using Phase 5 GPCs with fluency and accuracy.

 

Daily keep-up lessons ensure every child learns to read

  • Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning. 
  • We timetable daily phonics lessons for any child in Year 2 or 3 who is not fully fluent at reading or has not passed the Phonics Screening Check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Little Wandles Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these using the Keep-up resources - at pace.
  • If any child in Year 3 or 4 has gaps in their phonic knowledge when reading or writing, we plan phonics 'catch-up' lessons to address specific reading/writing gaps. These short, sharp lessons last 10 minutes and take place at least three times a week.

 

Teaching reading: Reading practice sessions three times a week

  • We teach children to read through reading practice sessions three times a week. These:
    • are taught by a fully trained adult to small groups of approximately six children
    • use books perfectly matched to the children's secure phonic knowledge
    • are monitored by the class teacher, who rotates and works with each group on a regular basis.
  • Each reading practice session has a clear focus, so that the demands of the sessions do not overload the children's working memory. The reading practice sessions have been designed to focus on three key reading skills:
    • decoding
    • prosody: teaching children to read with understanding and expression
    • comprehension: teaching children to understand the text.
  • In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.
  • In year 2 and 3, we continue to teach reading in this way for any children who still need to practise reading with decodable books.

 

Home reading

  • The decodable reading practice book is taken home to ensure success is shared with the family.
    • Reading for pleasure books also go home for parents to share and read to children.
    • We share resources with our families about the phonics, the benefits of sharing books, how children learn to blend and other aspects of our provision, both online and through workshops. 

Additional reading support or vulnerable children

  • Children in Reception, year 1 and 2 who are receiving additional  phonics Keep-up sessions read their reading practice book to an adult daily. 

 

Ensuring consistency and pace of progress

  • Every teacher in our school has been trained to teach reading, so we have the same expectations of progress. We all use the same language, routines and resources to teach children to read so that we lower children's cognitive load.
  • Weekly content grids map each element of new learning to each day, week and term for the duration of the programme.
  • Lesson templates, Prompt cards and How to videos ensure teachers all have a consistent approach and structure for each lesson.
  • The Reading leader and Headteacher use the Audit and Prompt cards to regularly monito and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.

 

Ensure reading for pleasure

We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.

  • We read with children every day. We chose books carefully as we want children to experience a wide range of books, including books that reflect the children at Hormead School and our local community as well as books that open windows into other worlds and cultures.
  • Every classroom has an inviting book corner that encourages a love for reading. We curate these books and talk about them to entice children to read a wide range of books.
  • In Nursery and Reception, children have access to the reading corner every day in their free flow time and the books are continually refreshed.
  • Children from Reception onwards have a home reading record. The parent/carer records comments to share with adults in school and the adults will write in this on a regular basis to ensure communication between home and school.
  • As the children progress through the school, they are encouraged to write their own comments and keep a list of the books/authors that they have read.
  • The school library is made available for classes to use at protected times. Children across the school have regular opportunities to engage with a wide range of Reading for Pleasure events (book fairs, whole school book engage units, author visits and workshops, national events etc).

 

Impact

Assessment

Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.

Assessment for learning is used:

  • daily within class to identify children needing Keep-up support
  • weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.

Summative assessment is used:

  • every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
  • by SLT and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.

 

Statutory assessment

Children in year 1 sit the Phonics Screening Check. Any child not passing the check re-sits it in year 2.

 

Ongoing assessment for catch-up

Children in year 2 to 4 are assessed through their teacher's ongoing formative assessment as well as through half-termly Little Wandle Letters and Sounds Revised summative assessments.

Phase 2 sounds taught in Reception Autumn 1

This Phase 2 sounds taught in Reception Autumn 1 video is designed to be shared with families by schools using Little Wandle Letters and Sounds Revised to he...

Phase 2 sounds taught in Reception Autumn 2

This Phase 2 sounds taught in Reception Autumn 2 video is designed to be shared with families to help them to support learning at home. Little Wandle Letters...

Phase 3 sounds taught in Reception Spring 1

This Phase 3 sounds taught in Reception Spring 1 video is designed to be shared with families to help them support the learning at home. Little Wandle Letter...

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