Our approach to the teaching of reading:

As a school, we promote a positive ethos towards reading and actively encourage all children to gain a love of reading, as we recognise what an important skill it is. Phonic teaching throughout Foundation, KS1 and KS2 follows the Sounds-Write teaching programme and all children participate in daily phonic sessions, outside the literacy lesson. Emphasis is placed on the teaching of synthetic phonics to aid the teaching and learning of reading. Targeted intervention is also offered to children working below their expected level. Reading is taught through shared reading sessions, guided reading sessions and opportunities to practise and consolidate skills through independent reading.

During these sessions, teachers/teaching assistants will use a wide range of strategies to try and enhance the teaching of reading. We understand that reading is not simply the decoding of marks on the page, but involves the ability to read with understanding. We ensure that all children are given opportunities to study a range of good quality and interesting fiction and non-fiction texts from a variety of genres and sources. Competence in reading is the key to independent learning and therefore the teaching of reading is given a high priority by all staff.

Reading Schemes and organisation throughout the school:

We are currently updating our reading schemes throughout the school, although it is important to note that we do not follow just one scheme. All reading books are banded throughout KS1 and KS2 according to National Curriculum levels and your child's reading book will match their individual reading level.

We have recently bought into Pearson's reading scheme which includes an online reading resource for KS2 children, called 'Bug Club'. All children are given a reading book to take home and read weekly, and we encourage support from parents. Alongside individual reading books, all children participate in weekly guided reading sessions. This is an opportunity for pupils to engage with a text which is differentiated for their ability and share responses in a small group about what they have read.