Phonics is taught in a highly structured programme of daily lessons across EYFS/KS1 following the Sounds-Write programme. For children identified needing additional support in KS2, children are taught in differentiated groups.
The Phonics Programme
Children’s progress is continually reviewed and they are formally assessed at the end of each term.
The national Phonics screening check is performed in June of Year 1. This year, 2021, the screening test has been cancelled due to school closures. The Year 1 phonics workshop gives parents information about how they can support their children at home with phonics. The purpose of the screening check is to confirm that all children have learned phonic decoding to an age-appropriate standard. The children who did not meet the required standard for the check in Year 1, enter again in Year 2 with additional support. As children enter KS2, provision is made for those children still requiring phonic support.
At Hadrian Primary School children will learn to read with confidence, fluency and understanding, providing them with the skills required to achieve a lifetime of enjoyment through reading.
Children read in school independently, in guided groups, with reading buddies, and as a shared whole class sessions. They listen to adults and other children read, taking part in paired reading with their own and other age groups.
Our Reading aims are:
Reading in School
Many activities take place which promote pre-reading skills. Children become aware of print in their environment and match pictures and words. The development of language comprehension is supported through rich and varied talk for a range of purposes and regular reading of high quality texts. Children are introduced to helicopter stories allowing them to orally compose a story which is acted out by themselves and their peers.
Initially, as children learn to read, they are given a picture book with no words with the intention that they will share the book and take part in a conversation generated by the pictures. Adults continually modelling of story language to support the development of vocabulary. As the children's knowledge of letters and sounds develop they begin to phonetically decode words.
The first books given are Dandelion Readers, which are fully phonetically decodable and match children's phonics stage. Our reading books are then organised into coloured Book Bands. Children are assessed regularly and move onto the next Book Band when their fluency and understanding show that they are ready to do so. We use Bug Club, Reading Buddy and Reading Plus to support reading both at school and at home. Children move through the Book Bands until they reach the required standard to become a Free-Reader, choosing a book to read from our well-stocked school or class libraries. In addition to a personalised reading book children are able to take a book home from the school library. In KS2 there is a greater emphasis on comprehension with most children decoding easily.
Developing Reading for Pleasure
We try to encourage a love of reading by holding book themed days and events both as individual classes and across the whole school eg World Book Day. DEAR time (drop everything and read) which engages the children with reading at the end of each day. We have strong links with South Shields library and all children are encouraged to participate in the summer reading challenge as well as having workshops and trips throughout the year. Reading assemblies take place regularly, introducing children to a variety of literature. Book Fairs are held to allow all children the chance to look at new books of all genres and hopefully purchase a new book of their own to take home!
Our well-stocked school library promotes authors and a range of reading material to appeal to all pupils. Children's suggestions for new books are encouraged and purchased.
Assessment of Reading
Reading is assessed regularly and monitored on the school tracking system. Children are given end-of-term tests from Year 1 to check progress. In addition, in KS2, Reading Plus is used to monitor progress. Liaison with the school SENCO and external agencies is arranged for children who require additional support and reading intervention strategies.