Intent

At Maidenbower Infant School and Nursery, we believe that reading is the key to unlocking potential and a world of learning. We recognise that reading skills develop over time and we acknowledge that these begin with a secure phonic knowledge. It is essential that our approach to teaching phonics and reading is accessible to all learners, regardless of their background, that is why we teach reading through Little Wandle Letters and Sounds revised, which is a systematic synthetic phonics programme.

We start teaching phonics in Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school. We also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong and ambitious focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects. We encourage children to be curious and our readers are equipped with the tools to tackle unfamiliar vocabulary.

At Maidenbower Infant School and Nursery, we value reading as a crucial life skill. Our teachers promote the love of reading through sharing high quality texts aloud to the class every day, enjoying poetry and getting excited about their own favourite books. To ensure that our children meet a wealth of diverse texts and authors, the books we read are mapped out on our topic overviews, so by the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure.

Around our school our love of reading is evident in in our library and classroom book areas and driven through our core values. Our teachers are knowledgeable about books, we enrich children’s learning experiences by incorporating author visits, book fairs and the services of the local library into the curriculum. Because we believe teaching every child to read is so important, we have a Reading Leader who drives the early reading programme in our school. This person is highly skilled at teaching phonics and reading, and they monitor and support our reading team, so everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme.

Implementation

Foundations for phonics in Nursery

• We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and language’ and ‘Literacy’. These include:
  • sharing high-quality stories and poems
  • learning a range of nursery rhymes and action rhymes
  • activities that develop focused listening and attention, including oral blending
  • attention to high-quality language.

• We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.

Daily phonics lessons in Reception and Year 1

• We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.
• Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term.
• We follow the Little Wandle Letters and Sounds Revised expectations of progress:
  • Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.
  • Children in Year 1 review Phases 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.

Daily Keep-up lessons ensure every child learns to read

• Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.
• We timetable daily phonics lessons for any child in Year 2 who is not fully fluent at reading or has not passed the Phonics screening check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Rapid Catch-up assessments to identify the gaps in their phonic knowledge and teach to these using the Rapid Catch-up resources – at pace. 
• These short, sharp lessons last 15-20 minutes daily and have been designed to ensure children quickly catch up to age-related expectations in reading.

Teaching reading: Reading practice sessions three times a week

• We teach children to read through reading practice sessions three times a week. These:
  • are taught by a fully trained adult to small groups of approximately six children
  • use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids on pages 11–20 of ‘Application of phonics to reading’.
  • are monitored by the class teacher, who rotates and works with each group on a regular basis.
• Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:
  • decoding
  • prosody: teaching children to read with understanding and expression
  • comprehension: teaching children to understand the text.

• In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.
• In Year 2, we continue to teach reading in this way for any children who still need to practise reading with decodable books.

Home reading

• The decodable reading practice book is taken home to ensure success is shared with the family.
  • Reading for pleasure books also go home for parents to share and read to children. We share the research behind the importance and impact of sharing quality children’s books with parents through workshops, leaflets and the Everybody read! resources.
  • We use the Little Wandle Letters and Sounds Revised parents’ resources to engage our families and share information about phonics, the benefits of sharing books, how children learn to blend and other aspects of our provision, both online and through workshops.

Additional reading support for vulnerable children

• Children in Reception and Year 1 who are receiving additional phonics Keep-up sessions read their reading practice book to an adult daily.

Ensuring consistency and pace of progress

• Every teacher in our school has been trained to teach reading, so we have the same expectations of progress. We all use the same language, routines and resources to teach children to read so that we lower children’s cognitive load.
• Weekly content grids map each element of new learning to each day, week and term for the duration of the programme.
• Lesson templates, Prompt cards and ‘How to’ videos ensure teachers all have a consistent approach and structure for each lesson.
• The Reading Leader and Senior Leadership Team use the Audit and Prompt cards to regularly monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.

Ensuring reading for pleasure

‘Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)

‘The will influences the skill and vice versa.’ (OECD 2010)

We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.

• We read to children every day. We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children and our local community. We also share books that open windows into other worlds and cultures.
• Every classroom has an inviting book corner that encourages a love for reading. We curate these books and talk about them to entice children to read a wide range of books.
• In Nursery/Reception, children have access to the reading corner every day in their child-initiated learning time and the books are regularly refreshed.
• Children from Nursery/Reception onwards have a home reading record. The parent/carer records comments to share with the adults in school.
• As the children progress through the school, they are encouraged to write their own comments and keep a list of the books/authors that they have read.
• Each class visits the local library every half term.
• The school library is made available for classes to use at protected times. It must be booked via the school booking system. Children across the school have regular opportunities to engage with a wide range of Reading for Pleasure events (book fairs, author visits and workshops, national events etc).
• We use the ‘Everybody read!’ resources to grow our teachers’ knowledge of current books, the most recent research and to grow our own Reading for Pleasure practice.

Impact

Assessment

Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.

• Assessment for learning is used:
  • daily within class to identify children needing Keep-up support
  • weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.

• Summative assessment for Reception and Year 1 is used:
  • every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
  • by the Reading Leader/Senior Leadership Team and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.

• Fluency assessments measure children’s accuracy and reading speed in short one-minute assessments. They are used:

• in Year 1, when children are reading the Phase 5 set 3, 4 and 5 books
• with children following the Rapid Catch-up programme in Year 2, when they are reading the Phase 5 set 3, 4 and 5 books
• to assess when children are ready to exit their programme. For Year 1 children, this is when they read the final fluency assessment at 60–70+ words per minute. Older children can exit the Rapid Catch-up programme when they read the final fluency assessment at 90+ words per minute. At these levels, children should have sufficient fluency to tackle any book at age-related expectations. After exiting their programme, children do not need to ready any more fully decodable books.

• A placement assessment is used:
  • with any child new to the school in Reception and Year 1 to quickly identify any gaps in their phonic knowledge and plan and provide appropriate extra teaching.

• The Rapid Catch-up assessment is used
  • with any child new to the school in Year 2 and above to quickly identify any gaps in their phonic knowledge and plan and provide appropriate extra teaching.

Statutory assessment

• Children in Year 1 sit the Phonics screening check. Any child not passing the check
  re-sits it in Year 2.

Ongoing assessment for Rapid Catch-up in Year 2

• Children in Year 2  are assessed through:
  • the Rapid Catch-up initial assessment to quickly identify any gaps in their phonic knowledge and plan appropriate teaching
  • the Rapid Catch-up summative assessments to assess progress and inform teaching
  • the Rapid Catch-up fluency assessments when children are reading the Phase 5 set 3, 4 and 5 books for age 7+.
• The fluency assessments measure children’s accuracy and reading speed in short
  one-minute assessments. They also assess when children are ready to exit the Rapid Catch-up programme, which is when they read the final fluency assessment at 90+ words per minute.

As a result of carefully planned and accurate teaching of phonics through the ‘Little Wandle Revised Letters and Sounds’ programme, our children leave Maidenbower Infant School and Nursery ready for their future learning. They are accurate and fluent readers who are able to apply their reading skills across a wide range of subjects. Through our exciting and enriching topic themes, children develop a love for reading as they are exposed to a wide range of texts and poetry.

Below, you will find our reading curriculum overview. This overview shares our vision for reading at our school, what the children will learn about in reading and phonics lessons, the end of year expectations for EYFS and Key Stage 1 and the enrichment opportunities that we provide in reading.

At Maidenbower Infant School and Nursery, we teach phonics right from the beginning. We use the validated phonics scheme 'Little Wandle Letters and Sounds Revised' to ensure high quality and consistent teaching of phonics and early reading for every child. Below you will find a link to the parent page of the Little Wandle website where you can find out more about how to support your child with phonics and early reading at home. 

All children at school have free access to the Collins e-books which work alongside our phonics programme in school. Your child's teacher will allocate them a phonics book to read that is suitable for their level of reading. Please ask your child's class teacher if you have not received the log in details.

Below, you will find tabs to a number of useful resources to support your child with their phonics and reading at home.