Helping Your Child to Read and Write

At Ackton Pastures Primary Academy, we strive to ensure all of our learners become confident and competent readers by the time they leave the academy in Year 6.

Teaching staff carefully plan a range of activities to ensure the provision we offer in school meets the needs of our learners. With the additional support of parents and carers at home, our pupils are provided with many opportunities to apply the reading and writing skills taught in school at home. With an array of provision to support pupils’ reading and writing in school, we aim that all children become independent readers and authors in their own right.

Children are initially taught to spell using their phonic knowledge. In Nursery, all children begin Phase 1 in Letters and Sounds and progress through the sequence until the term before they move to full time school where they are taught phonics through Read Write Inc. The children in Upper Foundation and Key Stage 1 are taught phonics using RWI until they complete the programme. They then progress on to RWI spelling which continues until the end of year 6.

Phonics Screening Check

The National phonics screening check is a statutory assessment that was introduced in 2012 to all Year 1 pupils and is a quick and easy check of a child’s phonic knowledge. All year 1 pupils (with the possible exception) will take the phonics screening check in June each year.

The screening check, which comprises of 20 real words and 20 nonsense words, identifies children who have/ have not got the decodable skills of an age-related year 1 child. The pass mark of the check is 32/40. Children who do not achieve this score will be required to re-take the assessment in year 2.

There is a large emphasis on the phonics check in year 1. In addition to daily phonic sessions and to ensure that children are prepared for the check, we provide;

  • A half termly mock phonic check to show how many words each child can read, which children are on track to pass, key sounds that children are struggling with and identified individuals/groups that need additional support
  • A daily afternoon speed sound sessions where additional phonemes are taught
  • Afternoon RWI intervention session which are complete in small groups or on a one-to-one basis
  • Tight tracking by the KS1 leader/phonics leader to ensure that all of the above is in place and an impact is being made through smart action planning
  • RWI assessments that are completed every 4-6 weeks to ensure groupings are accurate
  • RWI interventions for any Key Stage 2 pupils who require addition phonics teaching

Reading

We believe in ensuring that every child is a reader.

Reading experiences across school include shared, guided and independent opportunities. We also encourage regular reading at home. All children from Nursery to Year 6 take home a reading book to read/share with Parents and Carers. Each child has an individual reading record which is regularly updated by home and school. We use a range of books across school including Oxford Reading Tree, RWI books, Project X etc.

When a child can read a large range of books with fluency, expression and understanding they will be considered a ‘free reader’ and can choose whichever book they like for a selection of high quality texts.

Reading is at the heart of our curriculum and happens daily across the school in guided reading. Guided reading operates as a carousel which includes; a pre read session, focused activities with the teacher or teaching assistant, independent activities and a reading for pleasure session. In addition, teachers will also share stories with the class displaying an enthusiasm for reading and setting a positive example as a reader at the end of every school day. Through creating an enjoyment for reading we aim to promote a rich language for writing.

Provision for reading is very high on our agenda, particularly in EYFS where it is promoted through continuous provision areas. Cosy, enticing reading areas offer an exciting range of books and activities. Learning environments across school encourage and support reading whether through labels/questions/captions to read or through interactive displays.

 

Reading progress will be evident in various forms including;

Individual and group reading records
Work books where appropriate to record a reading task e.g. book review, reading comprehension activities etc
Medium term and weekly planning to show progressive objectives/targets and next steps
Termly assessments e.g. PIRA
Termly tracking

All of the above will provide effective feedback, in verbal or written form.