Helping Your Child to Read and Write

Children are initially taught to spell using their phonic knowledge. In school, we follow the Letters and Sounds Programme and have developed our own bespoke teaching package which is delivered consistently across EYFS and Key Stage 1.

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 phonic decoding skills below the level expected for the end of year 1 and who therefore may need additional help. Children that are working towards the current age related pass mark of 32/40 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

Afternoon interventions; planned by the year 1 teacher and led by a TA to raise the attainment of key groups e.g. the first targeted group will be children who are just working below age related expectations

Regular information to parents e.g. phonics check leaflet, home activities etc

Tight tracking by the KS1 leader/phonics lead to ensure that all of the above is in place and an impact is being made through smart action planning
Children who still require quality first phonics in KS2 do so in small groups with support from a teaching assistant.


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, Collins Big Cat and Project X.

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.

Reading is at the heart of our curriculum and happens daily across the school in the form or guided or shared. This may take place in small differentiated groups or in whole class teaching sessions where the focus can vary from decoding skills to higher order comprehension skills. In addition, teachers will also share stories with the class displaying an enthusiasm for reading and setting a positive example as a reader. 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 and KS1 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.

Each year group uses a book list suggested by Pie Corbett, which goes hand in hand with our approach to writing. The recommended lists provide each particular year group with a good range of books that can be delivered in all sessions from whole class to guided groups. It is
an expectation that all books will be covered across the year, in order to provide the children with a wealth of different texts that will develop both reading and writing skills.

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 on Target Tracker

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

Where expected age-related standards are not being met, children should begin an intervention e.g. Catch up or Fats Track Phonics. It is expected that any children who are underachieving will read daily with an adult.

Each class has weekly access to the school library where children choose books to take home. Designated story times/quiet reading time/free choice reading occurs in every class and varies in frequency and length across the school.