Our intention is to enable all children to ‘love reading’.

IMPLEMENTATION AND HOW WE ASSESS IMPACT.

At CMPS we teach reading within and through the Little Wandle Letters and Sounds Synthetic Phonics Programme, Pie Corbett’s Reading Spine, Reading Vipers, Guided Reading, Talk 4 Writing and our own talk expectations. We take an inferential and research based approach to reading across the school and provide (through talk, text and surroundings) a language rich environment. The teachers in Reception, Year 1 and Year 2 link as much of the curriculum as possible to the children’s phonic knowledge and development. In Y1 we aim for up to 80% of the content discussed will be able to be linked in some way to the children’s phonic learning - either directly or through our ‘spinning plates’ approach to reviewing past learning. 

The children’s learning in phonics is carefully set out in the Little Wandle Letters and Sounds programme overview for Reception and Year 1 that can be accessed below. Phonics continues to be taught in spelling lessons from Year 2 through our ‘Decision Spelling’ programme and so continues as a reading strategy throughout the school. 

 Our choice of reading material from Pie Corbett’s reading spine along with our immersion in text through Talk for Writing ensures that reading is central to our teaching across the curriculum. The Talk for Writing approach bridges the gap between reading and writing and allows the children to examine texts as an author, editor and a consumer. The Reading Spine books are the cornerstone of our Class Reading books - The teacher will read to the class every day.

Children read individually as well as in groups. The groups will be of a similar reading level to allow staff to focus on specific skills and to ensure good discussion about the text. To ensure good progression and development we use the VIPERS framework. VIPERS stands for vocabulary, infer, predict, explain, retrieve and summarise - these are the key skills for successful reading.

Our curriculum promotes high levels of oracy, with performance as a key skill in our children’s development. The expectation that children will communicate in front of an audience gives purpose and meaning to reading and offers the children the opportunity to experience real reciprocity. 

All children* are expected to be able to access and understand how to decode, blend and Segment and above all develop fluency in reading beyond instructional reading.

 

 READING AT HOME

 Teachers will assess children's progress regularly and identify any children who need additional catch up sessions and discuss with parents how to best support them at home.  Children take reading books home and parents are given guidance on good strategies to use when reading with their children. 

 

We use our ‘Love Reading’ communication books to share children’s reading progress in school as well as at home and will share information and set tasks linked to the reading in class. Of course, reading is more than just phonics so we send home high quality picture books with children’s phonics reading book in Reception and Year 1. The immersion of the child in high quality reading material is essential and gives the child a choice in their reading material. Throughout the year, Reception, year 1 and 2 staff work with parents to develop their understanding of reading and ways to support their child at home.

Note: The * is used to show that while we have expectations that all children could make the appropriate learning development SEND sometimes means that this expectation is not possible. Children with such challenges will be on our SEND register and have an appropriate learning target.