We follow the Letters and Sounds programme which is taught across the school from Nursery. Our children in Year 4 are currently taking part in a new Spelling programme called "Spell to Excel" which we anticipate rolling out across the Key Stage Two classes once it is embedded in Year Four. In our classes, there is a mix of whole class teaching of phonics, as well as smaller groups sessions and 1:1 or 1:4 group work. Children are regularly assessed and tracked including using the pseudo words in Year One to ensure that we identify which children are in need of additional support and are able to target them.
Our children begin with non reader books which have simply pictures. A meeting is held annually for Reception parents/carers to explain the way we support children with reading. A further meeting is held for Year One parents/carers to explain the phonics test. All children have a reading book to share with parents/carers at home. This book will initially be phonetic and progress on to include phonetic books and/or books that are appropriate for early readers requiring more recognition of key words eg Oxford Reading Tree. We provide prompts for parents/carers about questions that could be asked whilst children read.
Our newly appointed SENCO will be using the TRACKS programme in 2017 to support learners with Special Educational Needs.
Our reading books are colour‐coded to ensure that the children are reading an appropriate book. From Year One upwards, children take part in Guided reading activities in addition to reading 1:1 to an adult.
The school uses a range of reading schemes including Oxford Reading Tree, Oxford Reading Tree phonics, Rigby Star.
From January 2017, all children will have the opportunity to visit the school library where they are guided in their choice of book, but are able to choose a book for interest. New books were purchased in December 2016, in consultation with children and teachers linked to topics being taught or authors of interest. This book is in addition to their class reading book.
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