- Children in EYFS and Year 1 follow Little Wandle Letters and Sounds which is a complete systematic synthetic phonics programme. They receive 30 minutes of discreet phonics teaching each day and is complimented with further application practise, in both tailored sessions and continuous provision (EYFS).
- Children in EYFS and Year 1 apply their phonics into reading through 'Reading Practice Sessions'. These take places three times each week and focus on building fluency, prosody and comprehension. Books are carefully aligned to children's phonics learning and assessments.
- Children in EYFS and KS1 take home two books each week. One is closely aligned to their current phonics level and parents work with their children to embed learning and build fluency. They also take home a story to share for pleasure which they select from the school library.
- Children in Year 2 (who have secure phonics knowledge) and KS2 use Accelerated Reader to assess their level and comprehension. When they have read a book of their choice, they quiz to ensure understanding.
- Whole class reading sessions take place fours times a week across from Year 2 upwards. These sessions follow a progression of knowledge and help children to develop their decoding and comprehension, as well as fluency.
- All classes have a dedicated daily session where a class text is read aloud. There is a diverse range of texts allowing children to access stories from a range of different authors.
- Reading progress is closely monitored throughout school through a range of assessments (phonics, STAR reader, NFER) and precise, tailored interventions are quickly and effectively put in place to help children to keep up. These include Little Wandle Letters and Sounds interventions, Dyslexia Gold and Reading Fluency Groups.
- Reading progression documentation is embedded to ensure clear progression of knowledge throughout the school.
- Each year group has a carefully planned, diverse reading spine to ensure high quality, age appropriate texts are available.
- Opportunities for curriculum adaptation and challenge, pre teaching and interventions for those children who may require it, including those with SEN, throughout a topic or prior to a new topic being taught.