Reading & Phonics

Statement of Intent:

It is our intent that reading inspires, engages and challenges pupils and we aim to develop key skills to enable all children to become fluent and confident readers. We will support and encourage all children to decode, comprehend and enjoy reading regardless of starting points and strive to enable good progress through high quality teaching and learning. Reading is a skill essential for life and at St Uny CE Academy we want our children to leave school with a passion for reading. We aim to promote a love of reading across all ages so that children access high quality texts across the curriculum, encounter rich & varied vocabulary and develop their comprehension skills. We want reading to develop as a transferrable skill which will enable pupils to become inquisitive, improve their spoken and written literacy skills and become lifelong learners.

Implementation
 
Reading in the Early Years:
 
We begin the teaching of systematic phonics as soon as the children begin school in EYFS. At St Uny CE Academy we use Read Write Inc. as the single approach to teaching phonics. This provision continues throughout Key Stage 1, ensuring every child can read. Learning to decode fluently and accurately allows children to become confident readers and enables learners to access all the enjoyment and excitement books can bring. In addition to the direct and systematic teaching of word-reading knowledge and skills, children listen to books and stories designed to develop their comprehension skills, make links between books and develop their knowledge and understanding of the world around them. 

 

Reading at Key Stage One:

In Year One and Two, the teaching of Read Write Inc. continues daily and is regularly monitored to ensure that each child’s ability is matched to their provision. At this stage, the children progress with their word-reading skills – both phonic decoding skills and the quick recognition of ‘common exception words’ (tricky words) to enhance levels of fluency, expression and reading stamina. In Year 2, learners are supported to develop key comprehension skills which include predicting, understanding vocabulary choices, retrieving information, summarising, making inferences and using evidence from the text to justify their responses. We use V.I.P.E.R.S Vocabulary, Inference, Predict, Explain, Retrieve and Summarise/Sequence) as our method to explicitly teach each skill. In addition, further comprehension sessions a week are provided to ensure that the skills are applied. Here the children read age related texts and answer a range of formal comprehension questions to improve their confidence and develop a love of reading.

Reading at Key Stage Two:

Reading in Key Stage Two continues to develop decoding, fluency and comprehension skills. The Simple View of Reading, highlighted in the Rose Review, forms the foundations of provision for reading in Key Stage Two. Developing key reading skills through high-quality teaching is the priority for our children. In addition, studying whole texts in lessons develops children’s love of reading by giving them the opportunity to read and listen to texts and authors they might not have chosen to read for themselves, also providing opportunities to encounter a wide variety of genres. We use V.I.P.E.R.S Vocabulary, Inference, Predict, Explain, Retrieve and Summarise / Sequence) as our method to explicitly teach each skill.

In addition, further comprehension sessions a week are provided to ensure that the skills are applied. Here the children read age related texts and answer a range of formal comprehension questions to improve their confidence and develop a love of reading. These whole class reading comprehension sessions are used as a powerful tool to allow all children to make progress in reading and provide regular and supportive opportunities for children to encounter engaging texts that will resonate with their interests and capture their imagination.

Education Endowment Fund research indicates that reading comprehension approaches deliver an additional six months’ progress. Successful reading comprehension approaches allow activities to be carefully tailored to pupils’ reading capabilities, and involve activities and texts that provide an effective, but not overwhelming, challenge.

For more information, please refer to the school's 'Teaching & Learning Principles' for Reading. 

 

Impact - Assessment 

The impact of how we teach our children to become readers is demonstrated through standards in National Testing:

  • EYFS Reading %
  • Year 1 Phonics Screening Results
  • KS1 Reading Attainment - Teacher Assessment
  • KS2 Reading Attainment: SATs
 
Impact - Learners 
Children will have a love of Reading and make at least good progress in Reading from their last point of statutory assessment or from their starting point in EYFS.
 
Children will use their Reading skills as a key tool in helping them to learn, and as a result, know more, remember more and understand more.
 
Children will make at least good progress in Reading, Writing and Speaking and Listening from their last point of statutory assessment or from their starting point in EYFS.
 
Children will use their English knowledge and skills, in all curriculum areas, to enable them to know more, remember more and understand more.
 
 
 

INTRODUCING – ST UNY CE ACADEMY READING KARATE!

 As you know, reading is a lifelong skill which we strive to develop as your child continues their journey through school. Children need to develop a love of books. This is an important part of the school curriculum, but it is also a philosophy that we wish to embed. To further develop the love of reading we are introducing ‘READING KARATE’. This is a reward-based system for reading at home which results in the children moving up through coloured ‘bands’ depending on how much they are reading for pleasure. Exact details of this system are on the back of this letter. We would greatly appreciate your support with this new initiative, not only by listening to your child read but by perhaps sharing some of your favourite books from childhood with them too. By developing a shared interest between teachers, parents and children we are hoping to create a passion for reading in our children, whether it is through comics, Kindles, books, or even newspapers and we can achieve this by working together.

How ‘Reading Karate’ works:

  • Children read with an adult at home – reading records must be signed with a comment by an adult to show when the reading has taken place.
  • One read is at least 4 pages of a book and you can only get one read a day signed off. This needs to be at the level your child is reading (for example, EYFS parents might be using picture books)
  • Reading records will be checked by an adult in school every week and the number of reads will be added to your child’s total.
  • Reading which takes part in school will not be counted towards reading bands – only reading at home counts!
  • Reading karate wrist bands & certificates will be presented once the required number of reads has been achieved.
PHONICS
Education Endowment Fund research indicates that Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress.