Our Intent, Implementation and Impact Statement for Reading and Phonics
The rights and dignity of our children are at the heart of everything we do, every decision we and they make and every driver for making progress and helping our children to develop as responsible, valued global citizens who want to make a positive contribution to their and our world.
In our school it is our intent that we help children to develop resilience, perseverance, autonomy and focus. Our children learn that they are valued and valuable, they are independent people in their own right and they have the power to do wonderful, amazing things at every stage of every day.
Every one of our children is a unique individual with their own strengths, aptitudes, interests and dreams. As a school community we will endeavour to support each child to make the most of every opportunity we offer.
We provide enriching experiences to engage learners and in designing and developing our curriculum we have taken into consideration
- how children learn and remember; progress means knowing more and remembering more
- what our children need to succeed in life; the cultural capital they need to make aspirational choices and succeed beyond their time at Wingate Primary School.
The key drivers for our curriculum are:
Ambition and aspiration
Resilience and courage
Autonomy and independence
Perseverance and solution finding
Reading Intent Statement
At Wingate Primary School we believe that reading is a vital life skill that supports children’s learning across the whole curriculum. We strive to ensure that our children are taught to read with fluency, accuracy and understanding. We intend to immerse children in quality texts with the aim to instil a love of reading and promote lifelong learning.
It is our intention to ensure that by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject. We therefore intend to encourage all pupils to read widely across both fiction and non-fiction to develop knowledge of themselves and the world in which they live, to gain knowledge across the curriculum, and to develop their fluency and comprehension skills.
The systematic teaching of phonics has a high priority throughout Reception and Key Stage 1. At Wingate Primary School, teaching follows the Bug Club Phonics scheme. Children are taught within their class and any additional support required is delivered in small groups. Within Early Years and Key Stage 1 classes, phonics is taught discreetly in a daily session that lasts up to one hour. Children then apply their new skills when reading books from the Bug Club scheme which match the letters and sounds that they have previously learnt.
The skills learnt in these sessions are explicitly modelled and applied across the curriculum. Teachers draw upon observations and continuous assessment to ensure children are challenged and to identify children who may need additional support. Timely intervention is planned for those children who are working below expected levels as soon as their needs are identified.
In Year One, children build upon the phonic knowledge acquired in Early Years and further develop their segmenting and blending of more complex words based on their reading ability. When children move beyond Phase 5 phonics and a predominantly phonics approach to reading, then children are taught a broader range of reading skills to develop their understanding of the texts they read. Throughout Key Stage Two the teaching of phonics will continue as deemed necessary and in line with each child’s stage of development, with the expectation that all children will become fluent readers secure in word building and recognition skills.
Reading is taught from the day children start school through phonics and shared reading. In Reception, children share books matched to their phonic level and are immersed in a text rich environment. Guided reading sessions are focused on becoming familiar with books, decoding, fluency and comprehension. Long term planning assigns high quality, fiction, nonfiction and poetry texts to each year group every term throughout the year as well as identifying a range of genres to be covered throughout the year.
Children from Years 1 to 4 take part in weekly guided reading sessions led by teachers and teaching assistants with a book matched to their reading ability. Guided reading may continue in other year groups if it is more appropriate according to the development of the children. Across school our main reading scheme is Bug Club. Reciprocal reading happens with children as deemed appropriate by the class teacher. In Years 5 and 6, whole class reading replaces guided reading sessions. In Years 5 and 6, children use Reading Plus, an online reading programme which targets specific areas of reading. In addition to daily English, whole class and guided reading lessons, reading skills are developed across the curriculum through a wide variety of subjects.
All children are encouraged to read at home with an adult on a regular basis. They take books home matched to their phonic/reading ability until children become fluent readers and then children are encouraged to select books that they choose to read. Children from Year 2 to Year 6 have access to Fiction Express, an online reading platform to further promote reading for pleasure. Children can also access allocated, levelled Bug Club eBooks online to read both at school and at home. Children in KS2 are encouraged to bring books from home if they wish and opportunities are given daily to read. Reception children take Phonics homework home each week linked to the sounds they have learned in class to practise the recognition and writing of the letter and its sound.
Every classroom is expected to have a dedicated ‘Book Corner’. This area should be made as attractive and inviting as possible with books appropriately organised. Displays in classrooms and around the school contribute to a culture of reading. Reception and Key Stage 1 have core books which are available for children to enjoy and revisit across the year.
There is an expectation that all teachers will read to their class on a regular basis during ‘Dream Time’. A wide variety of books are chosen to offer children the broadest reading experience possible. Books are chosen carefully and for a number of reasons. We look for books that broaden children’s horizons; deal with sensitive or difficult issues; offer a diversity that our context does not offer and books that are fun, exciting or just wonderful.
As we believe that reading is key to all learning, the impact of our reading curriculum goes beyond the result of statutory assessments. Children have the opportunity to enter the wide and varied magical worlds that reading opens up to them. Our aim is for children to become fluent, enthusiastic and confident readers who read widely and can apply their knowledge and experience to a range of texts through the Key Stage 2 curriculum. As a Year 6 reader, we aspire to enable children to be fluent, confident and able readers, who can access a range of texts for pleasure and enjoyment, as well as use their reading skills to unlock learning and all areas of the curriculum.