Phonics and Reading at The Hythe
The Reading and Writing curriculum at The Hythe Primary School is planned in line with the National Curriculum, which aims to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word and to develop their love of literature through widespread reading for enjoyment.
Intent
At The Hythe Primary School, reading is at the heart of all we do, and we aim for all children to read easily, fluently and with good understanding. We want children to develop a love of reading, enabling them to actively seek books as a source of pleasure, information and enjoyment. We want them to become enthusiastic, independent and confident readers. They need to have opportunities to read for interest, pleasure and information, and encouragement to select from a wide range of literature.
We are committed to providing vocabulary rich reading material and closely matched phonetically decodable books. We have created a bespoke reading retreat where children can immerse themselves in books, and we have created a new fiction library.
Implementation
At The Hythe, high-quality systematic, synthetic phonics teaching has a high priority throughout EYFS and Key Stage 1. Phonics is taught daily for 20-30 minutes, using the Little Wandle Scheme, to all children in Reception and Year 1. Lessons follow the recap/teach/practise/apply format, and staff systematically teach learners blending and segmenting.
Phonics is applied and reinforced throughout the day through targeted activities in continuous provision in Reception (either independently or through teacher-led activities) and through application in all subjects from Year 1 onwards where children have to read and spell.
As soon as children start in Reception, they are introduced to books as a whole class. Children look at, share and talk about their books together. Decodable reading books are also introduced to children in small groups, with the teachers modelling how to read them.
Parents are invited to attend a Phonics workshop in the Autumn Term where they are introduced to the process of teaching reading, and how to support early reading is modelled to them. Children in Reception take home worksheets so they can share the phonemes they have learnt that week and practise at home in addition to reading a decodable book with an adult.
On entry to Reception, children’s phonic knowledge is assessed. Once the phase 2 sounds have been taught, some children may need extra targeted support in applying their blending and segmenting skills. Phase 2 activities are planned into the continuous provision, and there are targeted adult-led sessions for those children who need to consolidate Phase 2.
In Year 1, phonics continues to be delivered as a whole class, with some children receiving additional support in Year 1 and 2 with recognising phonemes and applying them to blending and segmenting. All children practise early reading with fully decodable books, and every child is assessed on a half-termly basis. Once children are reading fluently (having mastered Phase 5 and 6), confidently, and with good comprehension, they move on to book banded books.
Before starting the book, the phonemes contained within the book are practised, and children and teachers blend and segment the words. The high-frequency words within the text are introduced, and any new vocabulary has its meaning explained.
Comprehension skills are taught from the outset, with teachers checking children’s understanding of class books and individual readers and children being encouraged to generate their own questions.
In Early Years and Year 1, children read three times a week as part of a group. The first session looks at introducing the book, keywords, understanding the meaning of these words, and using their phonics to read any new words. The second session encourages the children to reread the text to build fluency, but the teacher also models how to read with fluency and expression. The third session focuses on comprehension skills, including talking about what is happening, who the characters are or what might happen next.
From Year 2 onwards, learners take part in a weekly guided reading session. Teachers use these to introduce pupils to a range of genres and to teach a range of techniques that enable children to comprehend the meaning of what they read. Teachers assess fluency as they read with the children, and interventions are implemented for those who need them. All classes enjoy a class reading book at the end of the day to encourage a love of reading for pleasure.
Timely interventions are planned for children working below expected levels as soon as needs are identified. The first 20% of all readers in all year groups receive interventions three times a week, either through additional phonics sessions or targeted reading sessions. All classes have a specially designed Reading Area inside or just outside the classroom.
Impact
The Reading curriculum is evaluated through:
- Regular 1:1 Reading with staff
- Formative Phonics assessments
- EYFS data
- Year 1 Phonics Screening Check (PSC) and Year 2 resit results
- KS1 fluency and word recognition
- Standardised scores from NFER tests
- KS2 Reading SATs results
- Ready, Steady, Read Together comprehnsion activities
Teaching and learning are evaluated by learning walks, drop-ins, moderation sessions, pupil interviews and work scrutinies.
Internal moderation is carried out throughout the year during pupil progress meetings. Additional moderation may take place with the Phonics and English Leads.
External moderation is carried out once a year with North Runnymede learning partnership schools. This analysis is used to identify areas of development and any children who are not making expected progress.
