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The Forest Federation

Phonics and Reading Schemes

We use a variety of reading and phonics strategies and techniques to support all our children to become excellent readers who are motivated to read and who enjoy reading. Throughout all key stages children have regular access to reading through individual reading, access to reading for cross curricular purposes; group guided reading sessions where texts are explored with a particular objective as  well as our weekly whole school, parental reading slot and of course a class book!  In addition, we regularly invite parents/ members of the community to come and read with children both individually and as a group. We have authors and illustrators in school and we ensure that we have a reading culture throughout the school by creating welcoming book areas in classrooms, a school library hosting a variety of books, and raising the profile of reading through a print rich environment, attractive book displays and promoting the written word at all times.

Parents are integral part in the children’s ‘reading journey’. We encourage children to read at home on a daily basis and communication between school and home is recorded in a diary which includes a reading record. This forms an important part of the homework set. High frequency words and phonics practice is also sent home.

We monitor progress of pupil’s phonics and reading on a daily basis and tailor phonics sessions, guided reading, priority reader’s support and provision planning using this local knowledge of pupil needs. In addition we formally track pupil’s phonics stages and reading levels regularly and report data on a termly basis for progress and attainment meetings and tighter provision planning as well as reporting this information to parents 3 formal times a year.

We have annual phonics and reading information sessions for parents and send out information on reading at home and supporting children with phonic development.

What is important to note is that we use a variety of schemes and resources as no one scheme meets the needs of all pupils. We do however use the book banding system to help keep these schemes in line with each other so that progression is effective.

Reading is taught initially through phonic development and sight recognition of words.  Reading books initially have no words but allow pupils to retell the story in their own words and with adult intervention to extend the vocabulary.  When pupils begin to read, they are placed on different sets of books (all linked to the colour bands) and when they have developed a sufficient degree of fluency and comprehension skills then borrow books from the class’s own library, the school library and the library van to supplement their reading.  At this stage, pupils will be reading for pleasure or information.

 

Class specifics

Needwood CE (VA) Primary School

 

All Saints CE (C) Rangemore

 

Class 1 (EYFS and 1)

We predominantly use the Department for Education’s ‘Letters and Sounds’ programme of phases throughout Early Years and KS1.

We use Oxford reading tree as the 'core' scheme   but supplement it at stage 1/2 with books from Rapid phonics [Pearson] Phonics bug (Pearson) Dandelion Launchers ,Read Write Inc. (Oxford University Press), Letters sounds and rhymes (Oxford Literacy web] Songbird phonics, Snapdragons and Big cat [Collins] we also have some old All Aboard -often used for guided reading.

Class 1 (Reception)

We predominantly use the Department for Education’s ‘Letters and Sounds’ programme of phases throughout Early Years and KS1. In addition we use the Read Write Inc. scheme, Jolly Phonics, Ginn and Oxford Reading Tree for guided reading and home reading books.

 

Class 2 (KS1) Years 2 and 3

In class 2 we continue to follow the Letters and Sounds program, reporting on progress through the phases. We use a variety of strategies which promotes the high quality systematic teaching of phonic skills, both discretely and within a broad and rich language curriculum. For reading we use Oxford reading Tree,  Ginn 360,  Songbird phonics, Snapdragons, All Aboard, Fireflies, Project X, Glow Worms, Young Puffin, Tree tops and Jackdaws

Class 2 (KS1) Years 1 and 2

In class 2 we continue to follow the Letters and Sounds program, reporting on progress through the phases. We use a variety of strategies which promotes the high quality systematic teaching of phonic skills, both discretely and within a broad and rich language curriculum. For reading we use Oxford reading Tree, Ginn 360,  Songbird phonics, Snapdragons, All Aboard, Fireflies, Project X, Glow Worms, Young Puffin, Tree tops and Jackdaws

Class 3 (Years 4 to 6)

Most children who enter year 5 and 6 are or quickly become, free readers. We encourage them to read as widely as possible although, like everyone else, they have their favourites that they return to again and again. Where necessary scheme books are used and if necessary letters and sounds is targeted for pupils who need additional support however, we rarely need a phonics scheme in upper KS2 and we use grammar for writing, spelling bank, support for spelling and of course a range of other teaching and learning resources.

Class 3 (Years 3 and 4)

In class 3, where necessary we continue to use the Letters and Sounds programme reporting on progress through the phases, however many pupils are at the correct levels expected for phonics and we continue to support phonics and reading development using a variety of resources such as spelling bank, grammar for writing, the literacy support programme, support for spelling and of course a range of other teaching and learning resources. We use Oxford Reading Tree and Ginn scheme books for home readers and a whole variety of appropriate texts for guided reading.

 

Class 4 (Year 5 and 6)

Most children who enter years 5 and 6 are or quickly become, free readers. We encourage them to read as widely as possible although, like everyone else, they have their favourites that they return to again and again. We do have reluctant reader books, like Barrington Stokes, because anyone who is having difficulty reading often needs higher interest texts at a lower reading level. Children choose their books from the class library, school library and the library van. Where necessary scheme books are used and if necessary letters and sounds is targeted for pupils who need additional support however, we rarely need a phonics scheme in upper KS2 and we use grammar for writing, spelling bank, support for spelling and of course a range of other teaching and learning resources.