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St Peter’s Eaton Square C of E Primary School

Staff Login

READING

OUR INTENT – What we aim to achieve.

At St Peter’s teaching of reading is one of the most important aspects in our provision for all the children. We understand that being able to read provides children with access to the world around them and supports their ability to learn and develop in all other areas. However, reading also brings a joy and a sense of astonishment that cannot be achieved in any other way; children can discover new worlds, reflect on the past and explore emotions from the point of view of wonderful diversity of our world.

OUR IMPLEMENTATION – How we do this.

Early Reading and Phonics

In EYFS nursery children experience early phonics through daily Jolly Phonics sessions. While the Reception children’s phonological awareness and phonic knowledge is developed using much of the ReadWrite Inc programme through daily phonics teaching.  The focus at first is on children’s ability to discriminate between sounds in the environment and through the use of rhyme, rhythm and alliteration.  They are then taught the 26 graphemes and practice recognising phonemes in “CVC” words.  They have opportunities to apply their developing phonic knowledge and skills in the context of shared reading and writing and, subsequently, in guided reading.  In addition, they learn to read a range of familiar and common words and simple sentences independently.

At Key Stage 1 in Year 1 an abridged Read Write Inc synthetic phonic programme is begun and these discrete, small differentiated group daily phonics lessons continue into Year 2 until children can fluently decode all phonemes and read confidently. The children continue to learn new graphemes for the phonemes they already know, as well as alternative pronunciations for the graphemes they already know and they are also taught the Common Exception Words for Year 1 and 2 set out in the National Curriculum.  By the end of Year 1, the children are ready to take their Phonics Screening Check.  Across KS1, the children also become more confident at applying their phonics to reading, spelling and writing.

Developing A Love of Reading

At Key Stage 1, the emphasis is on further developing pupils’ interest and pleasure as they learn to read independently and with confidence.  They focus on words and sentences and how they are put together to form texts.  They bring meaning to the texts they read and say what they like or dislike about them. Enlarged texts, selected from the appropriate range of texts – fiction and non-fiction – are used for shared reading at Key Stage 1.  Teachers model a range of reading strategies, including the identification of sentence structure and the function of punctuation marks, and give pupils opportunities to practise phonic skills and word recognition in context.

At Key Stage 2, pupils meet a wider range of texts in fiction, poetry and non-fiction.  Teaching focuses on developing pupils’ reading skills, e.g. generalising and making inferences by drawing on evidence from the text.    There continues to be a high level of interaction between teacher and pupils with teachers inviting pupils’ individual responses and interpretations rather than narrowly focused comprehension.

Additional Support

Where a teacher raises concern that a child may be struggling with reading at an age related expectation they liaise with the SENCo to plan differentiated activities, which may include adult support from either the class teacher, teaching assistant or additional teachers.

Individual programmes for teaching and support may be drawn up as appropriate by teachers in conjunction with the SENCo and parents.

Reading is regarded as a regular home learning expectation.  Parents and pupils are encouraged to respond to books pupils read by using the home/school reading diaries. 

The reading offer at St Peter’s.

EYFS

  • Phonics
  • Guided reading carousel
  • Home readers changed each week Oxford Reading Tree prog.
  • Home/school Reading Diary
  • Story time
  • Labels
  • Lessons
  • DEAR _ Drop Everything and Read (On Friday afternoons, all children and adults read a book of choice)

Key Stage 1 – both Year groups

  • Home/school Reading Diary
  • Take home books linked to phonic skills
  • Guided reading
  • RWi synthetic phonics lessons daily
  • Y1 Phonics Screening check
  • Whole class reading
  • Story time
  • Comprehension (more formal) lessons from Y2
  • Catch up where needed
  • Reading lessons within Hamilton
  • Library sessions
  • Home learning expectations
  • Spelling tests
  • Reading through other subjects
  • DEAR

Key Stage 2 – all Year groups

  • Home/school reading diaries
  • Guided reading lessons
  • Comprehension lessons within Hamilton
  • Whole class reading
  • Teacher reading to class
  • Library sessions
  • Home learning expectations
  • Spelling tests
  • Reading through other subject areas
  • DEAR

OUR IMPACT – The results

The vast majority of children transition between the phases building on increasing skills in de-coding, comprehension and fluency in reading.

Our assessment data indicates that the school consistently performs above and often well above national and local expectations.

2019 Year 1 Phonics and Key Stage 1 and 2 SATs results indicate that this is the case for the vast majority of children compared to national figures (in brackets).

Year 1 Phonics Screening Check

92% (82%) achieved the required standard.

Key Stage 1

80% (75%) achieved at the expected standard,

36% (25%) achieved at greater depth.

Key Stage 2

83% (73%) achieved at the expected standard,

43% (27%) achieved at greater depth.

Children leave St Peter’s well prepared to succeed in Secondary school and beyond and, most importantly, remain lifelong learners with a true love of reading.