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Bramley St Peter's Church of England (VA) Primary School

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Slideshow

Early Reading and Phonics

Intent

At Bramley St. Peter’s, we are passionate about ensuring all children become confident and enthusiastic readers and writers. It is our aim to provide children with the skills necessary to be able to read confidently and to be able to access information throughout the curriculum. 

 

Skilled reading depends on both word reading and language comprehension, as the ‘Reading Rope’ diagram by psychologist and literacy expert Hollis Scarborough illustrates:

 

 

Implementation

 

We will begin teaching 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 Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school. As a result, all our children are able to tackle any unfamiliar words as they read. At Bramley St. Peter’s, 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 both speaking and listening are crucial skills for reading and writing in all subjects.

 

Implementation:

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 as soon as all the children join, in week 3.
  • We follow the Little Wandle Letters and Sounds Revised 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 words 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 Wandle Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these using the keep-up resources at a speedy pace.
  • If any child in Year 3 to 6 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.

 

Home reading

  • The decodable reading practice book is also accessible at home via the Collins Big Cat e-library in.
  • Children take home a full decodable reading book based on their secure phonics knowledge (that a child can read at 90% fluency).
  • Reading for pleasure books also go home for parents/carers to share and read to children.
  • We use the Little Wandle Letters and Sounds Revised parents’ resources to help support and engage our families and share information about 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 for vulnerable children

  • Children in Reception and Year 1 who are receiving additional phonics keep-up sessions read their reading practice book to an adult at least three times a week.

 

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 SLT use the Audit and Prompt cards to regularly monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.

 

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 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 6 are assessed through their teacher’s ongoing formative assessment as well as through the half-termly Little Wandle Letters and Sounds Revised summative assessments if required.

 

Ongoing assessment for keep-up

  • Children in Year 2 to 6 are assessed through their teacher’s ongoing formative assessment as well as through the half-termly Little Wandle Letters and Sounds Revised summative assessments if required.

This is how we say our sounds...

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...

Parents and Carers, please click on the link for more information and for resources to support your child(ren) with their learning.

 

https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/

 

Click the link to see what books your children will be reading at school and at home

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