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Phonics and Reading Schemes


A key part of our teaching from the point at which the children enter school in the EYFS involves the development of phonic skills. The 'Letters and Sounds' (2007) documentation published by the Department of Education and Skills is used as the primary point of planning, supported by plans from LCP and Phonics Play to plan 20 minute daily sessions for the children.  The children progress through the phases in differentiated groups working at their ability level across the school.  As the children progress they also focus on spellings, patterns & rules. From Year 3 'No Nonsense Spelling' Programme is used to support the children's learning in this area. 


The programme of study for reading at key stage one and two consists of two dimensions:

•             Word Reading

•             Comprehension

It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.  At this point the children access a variety of reading schemes which promote both key word recognition and phonic skills, some of the reading schemes we use are: Oxford Reading Tree, Follifoot Farm, Rigby Star, Wellington Square and Read, Write inc.  

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction.  Guided reading sessions are delivered in each class twice a week.  

All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.