Our reading programme is tightly matched to our phonics teaching. Children read daily in guided groups. In the Early Years and in KS1, when children are at the decoding stage of reading, the books used in guided sessions are fully phonically decodable books. This enables the children to use their knowledge of phonemes to decode words. The teaching of high frequency words or tricky words at each stage of the letters and sounds programme also supports the reading development. The books are mostly from the Oxford Reading Tree scheme, but there are additional books from Rigby Star and Ruth Miskin to support the reading programme.
As the children develop their ability to decode phonetically the comprehension of text increases in importance with guided sessions focused on inference and deduction, developing a wider vocabulary and broadening their knowledge of authors, genres and themes.
At Redhill we teach phonics in a systematic way, following the highly structured Letters and Sounds programme. Throughout the Early Years and KS1 we teach phonics daily with groups and activities pitched tightly to match the children’s needs. The teaching of phonics is multi sensory, encompassing simultaneous visual, auditory and kinaesthetic activities to enliven core learning. Parents are also invited into school to take part in phonics workshops and to observe phonics teaching in school.
- Phonics is taught daily at a brisk pace
- It is also developed across the curriculum
- Progress is assessed and monitored through the use of AFL strategies and through individual assessments
- The phonics screening test is taken by all Year 1 children in June each year, with those children in Year 2 who did not achieve the threshold able to take it again.
- A whole school planning format is used to promote consistency and continuity. Each session includes the essential - revisit and review, teach, practice, apply and assess.
In teaching reading we:
* Use the principles recommended by the Rose review focusing in the early stages of reading on using phonic strategies to decode words.
* In the Foundation Stage, Key Stage 1 and when appropriate lower Key Stage 2, we have daily discrete letters and sounds sessions.
* Throughout the school we have daily guided reading sessions outside of the Literacy session. The teacher plans and leads this making use of different types of questions related to the assessment focuses. The teacher records observations from these sessions to inform assessments.
* Teachers and teaching assistants also listen to children read individually as often as possible and record.
to download and view the Redhill reading policy.
Advice on reading with your child
We recommend that you read with your children every day.
Try taking it in turns to read. That allows you to model using punctuation to control pace.
Encourage your child to break down tricky words and sound them out.
Pause at regular intervals to check understanding.
Older, more confident readers may not want to read aloud to you. Encourage older readers to summarise the plot so far, talk about what the characters are like and ask them to make predictions about what might happen next.
Recommended Reading Texts
Philippa Pierce – Tom’s Midnight Garden
Stig of The Dump – Clive King
Geoffrey Trease – Cue for Freedom
The Silver Sword – Ian Serrelliar
Geraldine McCaurghean – Stop The Train; Pack of Lies
Anything by Rosemary Sutcliff