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Early Reading & Phonics

READING

At Fulmer Infant School, we firmly believe that every child deserves the opportunity to learn to read, irrespective of their background, needs, or abilities. Our goal is for each child to become a fluent and confident reader. We understand that reading is a fundamental life skill, and we are dedicated to fostering a nurturing environment where our children are immersed in a diverse array of stories, poems, rhymes, and non-fiction texts. Our curriculum is designed to enhance vocabulary and language comprehension, while also igniting a genuine love for reading and an enthusiastic interest in exploring various genres.

We believe that in order for children to cultivate a desire to read, they must develop secure reading skills that will enable them to tackle texts with both fluency and comprehension. By the time they reach the end of Key Stage 1 (KS1), our aim is for every child to read widely and acquire a comprehensive knowledge base throughout the curriculum.

We recognise the importance of broadening our students' minds and experiences through exposure to a wide range of texts. This exposure not only enhances their understanding of the world around them but also aids in the development of their cultural capital—an essential component of education that helps children empathise with the diverse backgrounds and narratives of others.

We are committed to ensuring our pupils become independent readers who can easily process information and engage fully in their learning experiences. Our objective is to prepare them for the next stages of their educational journey. By the end of KS1, we expect our children to:

  • Read with confidence, fluency, and understanding, employing a variety of independent strategies to self-monitor and correct their reading.
  • Demonstrate a keen interest in a broad range of reading materials and engage in spontaneous reading for enjoyment.
  • Read confidently to acquire information effectively.
  • Develop a rich vocabulary related to reading.
  • Meet age-related expectations for reading, with the ambition to exceed them.

                                                                                                   

PHONICS

To support our reading initiative, we have implemented the validated systematic, synthetic phonics programme: 'Little Wandle Letters and Sounds Revised.' This programme is integral to our teaching approach and helps lay the foundations for early reading skills. From the very start of Reception, children participate in daily phonics lessons that align with the progression outlined in Little Wandle Letters and Sounds, and this essential instruction continues into Year One and Two to ensure our children become fluent readers.

Reception

Starting with 10-minute lessons, we build up to full-length sessions as swiftly as possible, while also incorporating daily oral blending games into our routine. Every Friday, we dedicate time to review the week’s teaching, which reinforces the children’s learning and supports their journey towards fluency in reading. Teaching begins in Week 2 of the Autumn term, allowing children to make a strong start to their reading journey.

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 (see below). Four new phonemes and their corresponding graphemes are taught (GPCs) each week, and they are then used in the final lesson of the week to review the week’s learning. Children will also learn tricky words during these sessions.

In the Autumn and Spring term, Reception learn phase 2 and phase 3 GPCs and then will spend the Summer term learning phase 4.

Year 1

Year 1 starts in the Autumn term with 3 weeks of revision of phases 2, 3 and 4 before learning phase 5, which will be completed by the end of the year.

Year 2

Year 2 children will begin the year by revisiting phase 5 and other previously taught phases to ensure all children are completely confident with applying these GPCs in both their reading and also their writing. (please see the overview here for what this progression looks like).

Assessments

Half-termly assessments take place to help inform future teaching and help identify children who have gaps in their phonics knowledge and need additional practice. Daily assessment for learning also takes place within the classroom, so staff can quickly identify any children who are in danger of falling behind and provide the appropriate daily ‘Keep Up’ interventions in Reception and Year 1 and 'Rapid Catch-up' in Year 2.

Parent Advice for Reading at Home for Reception and KS1

Although your child will be taught to read at school, you can greatly influence their reading journey by continuing their practice at home. Engaging with your child’s reading not only enhances their skills but also fosters a lifelong love for books.

In Reception and Year 1, your child will bring home two types of reading books: the Reading Practice Book and the Sharing Book.

The Reading Practice Book is matched to your child’s reading level. If they find it easy, that’s perfectly fine! This book helps them build fluency and confidence. Listen as they read aloud, praise their efforts, and, if they struggle with a word, encourage them to decode it. After reading, discuss the book to enhance their comprehension.

The Sharing Book is one your child has chosen for you to enjoy together. They shouldn’t be expected to read this independently. Instead, read it to them or share the reading. Discuss the pictures, explore the story, and predict what might happen next. If you encounter new words, take a moment to expand their vocabulary. Most importantly, ensure you have fun!