At Croft Primary School we recognise the importance of language development of children. We aim to develop pupils’ abilities within an integrated programme of speaking and listening, reading and writing. Opportunities are given to pupil to consolidate and rehearse ‘taught‘ Literacy skills in cross curricular activities.
Speaking and Listening
We aim that children will:
- Think critically and logically
- Learn to use the vocabulary and grammar of standard English
- Adapt their speech to a widening range of purposes and audiences
- Express and justify their feelings and opinions with increasing clarity and effectiveness and respect the opinions of others
- Develop skills of oracy giving the children confidence and understanding, equipping them for work and leisure
- Order thoughts and express them clearly
Phonics and Reading
At Croft Primary School, we strive to ensure that all children become successful, fluent readers by the end of key stage one and believe this is achievable through a combination of high quality, discrete systematic phonics teaching combined with a whole language approach that promotes a culture of ‘Reading for Pleasure’. Being able to read is the most important skill children will learn during their early schooling and has far-reaching implications for lifelong learning and well-being.
Phonics (reading and spelling)
At Croft we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
As a result, all our children are able to tackle any unfamiliar words as they read. We also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
At Croft we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.
Because we believe teaching every child to read is so important, we have a Reading Leader who drives the early reading programme in our school. This person is highly skilled at teaching phonics and reading, and they monitor and support our reading team, so everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme.
Foundations for phonics in Nursery
We believe in the importance of getting children off to a good start with reading cannot be overstated. The teaching of Early Reading starts from Nursery.
- We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and Language’ and ‘Literacy’. These include:
- sharing high-quality stories and poems
- learning a range of nursery rhymes and action rhymes
- activities that develop focused listening and attention, including oral blending
- attention to high-quality language.
- We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.
We understand that key features of a rich curriculum which are essential to Phase One and beyond are the range and depth of language experienced by the children. We exploit the power of story, rhyme (including ‘nursery rhyme of the week’ and Poetry Basket), drama and song to fire children’s imagination and interest, thus encouraging them to use language copiously. In foundation stage we have six texts which we focus on each half term. You can see these on our half termly knowledge organisers.
Daily phonics lessons in Reception and Year 1
- We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.
- Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term.
- We follow the Little Wandle Letters and Sounds Revised expectations of progress:
- Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.
- Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.
Daily Keep-up lessons ensure every child learns to read
- Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.
- We timetable daily phonics lessons for any child in Year 2 or 3 who is not fully fluent in reading or has not passed the Phonics Screening Check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Little Wandle Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these using the Keep-up resources – at pace.
- If any child in Year 3 to 6 has gaps in their phonic knowledge when reading or writing, we plan phonics ‘catch-up’ lessons to address specific reading/writing gaps. These short, sharp lessons last 10 minutes and take place at least three times a week.
Teaching reading: Reading practice sessions three times a week
- We teach children to read through reading practice sessions three times a week. These:
- are taught by a fully trained adult to small groups of approximately six children
- use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids on pages 11–20 of ‘Application of phonics to reading’
- are monitored by the class teacher, who rotates and works with each group on a regular basis.
- Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:
- prosody: teaching children to read with understanding and expression
- comprehension: teaching children to understand the text.
- In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.
- In Years 2 and 3, we continue to teach reading in this way for any children who still need to practise reading with decodable books.
- The decodable reading practice book is taken home to ensure success is shared with the family.
- Reading for pleasure books also go home for parents to share and read to children.
- We use the Little Wandle Letters and Sounds Revised parents’ resources to engage our families and share information about phonics, the benefits of sharing books, how children learn to blend and other aspects of our provision, both online and through workshops.
Ensuring consistency and pace of progress
- Every teacher in our school has been trained to teach reading, so we have the same expectations of progress. We all use the same language, routines and resources to teach children to read so that we lower children’s cognitive load.
- Weekly content grids map each element of new learning to each day, week and term for the duration of the programme.
- Lesson templates, Prompt cards and ‘How to’ videos ensure teachers all have a consistent approach and structure for each lesson.
- The Reading Leader and SLT use the Audit and Prompt cards to regularly monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.
Ensuring reading for pleasure
‘Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)
‘The will influences the skill and vice versa.’ (OECD 2010)
We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.
- We read to children every day. We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children at Croft and our local community as well as books that open windows into other worlds and cultures.
- Every classroom has an inviting book corner that encourages a love for reading. We curate these books and talk about them to entice children to read a wide range of books.
- In Nursery/Reception, children have access to the reading corner every day in their free flow time and the books are continually refreshed.
- Children from Nursery/Reception onwards have a home reading record. The parent/carer records comments to share with the adults in school and the adults will write in this on a regular basis to ensure communication between home and school.
- Children in Foundation Stage take home a ‘story sack’ to share at home which includes quality stories, non- fiction books and resources to support their development of the love of reading and fire their imagination and interest.
- As the children progress through the school, they are encouraged to write their own comments and keep a list of the books/authors that they have read.
- Visits to the local library will also be arranged for children.
- The school library is made available for classes to use at protected times. Children across the school have regular opportunities to engage with a wide range of Reading for Pleasure events (book fairs, author visits and workshops, national events etc).
Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.
- Assessment for learning is used:
- daily within class to identify children needing Keep-up support
- weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.
- Summative assessment is used:
- every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
- by SLT and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.
- Children in Year 1 sit the Phonics Screening Check. Any child not passing the check re-sits it in Year 2.
Ongoing assessment for catch-up
- Children in Year 2 to 6 are assessed through their teacher’s ongoing formative assessment as well as through the half-termly Little Wandle Letters and Sounds Revised summative assessments.
Library Visits and Librarians
In addition, our school has our own pupil librarians. These children work very hard to ensure our libraries are a welcoming space. They organise books, change class books ready for their topics and help children to choose books to read for pleasure.
Please see our Reading Teaching and Learning Policy for full details.
We aim that children will:
- Develop a growing vocabulary in spoken and written forms and have an interest in words and their meanings
- To develop a fluid and well-formed cursive handwriting style
- Have knowledge of the work of a range of authors, poets and playwrights
- Write extended pieces of text with the use of writing conferences to support this
- Produce independent pieces of writing using correct punctuation and sentence construction
- Have a suitable technical vocabulary to articulate their responses
- Be developing the powers of imagination, inventiveness and critical awareness
- Understand a range of text types and genres – be able to write in a variety of styles and forms appropriate to the situation
The Subject Leader for Writing and Grammar, Punctuation and Spelling is Mrs Gemma McManus and the Subject Leader for Phonics and Reading is Miss Nicola Bleasby.