Here at Town Field Primary, we take the teaching of reading seriously and have the common aim of ensuring children become active, critical readers and to promote reading for enjoyment for all.
We pride ourselves on our children reading for pleasure whilst still developing the skills and stamina needed to become an effective reader in a range of subject areas.
Reading is promoted throughout school in many ways. Staff at Town Field Primary enjoy listening to children read regularly and provide many fun reading opportunities throughout the school day. We like to hear children read individually at least once over a two-week period. However, as we know, for children to become confident, enthusiastic readers, we also need to take reading beyond the classroom. Everyone at Town Field Primary values your support at home: listening to your child read and writing comments on their progress is much appreciated.
EYFS: Children will be encouraged to spell their own name accurately. Children will be taught phonics daily. They will begin to learn the spellings of high frequency words and apply these as appropriate to their stage of development during independent learning. Most children will be able to make phonetically plausible attempts at spelling words.
KS1: In Year 1 children will be taught phonics daily. Within the phonics sessions children will be taught to revisit their last session, to be introduced to new sounds/rules and complete an application activity based on the objective. The spelling of Sticky 7 words (common exception words) and other words in the curriculum (eg suffixes, prefixes) are taught in phases and the Headstart sets fo spelling patterns are used where appropriate.
In Year 2, children will move to follow the Headstart scheme. Spelling patterns will be taught and explored in 4 weekly sets. Pupils assessed at working below age-related expectation will receive targeted intervention as appropriate to need.
KS2: In KS2 children will continue with the Headstart scheme. Spelling patterns will be taught and explored in 4 weekly sets. Pupils assessed at working below age-related expectation will receive targeted intervention as appropriate to need.
English at Town Field
At Town Field, we understand that literacy has the power to enrich lives. Therefore, we strive to ensure that every child develops the confidence and competence to embrace literature in its many forms. Our aim is to ensure that learning is inspirational and allows our children to fulfil their potential while giving them the skills to understand and use language in all its aspects.
Developing English is at the heart of what we do at Town Field and that is why English is a key priority in our School Improvement Plan this year. We have a team of English leads who ensure there is full coverage, teaching and tracking of all aspects of English.
Current educational research and development underpins our practice and draws on research by the Education Endowment Foundation, building on good practice taken from ‘Effective Characteristics of Literacy’ research findings. Working alongside EEF and other practitioners, we are also part of research projects for developing oracy and the writing process across all key stages.
The national curriculum for Literacy aims to ensure that all pupils:
- read easily, fluently and with good understanding
- develop the habit of reading widely and often, for both pleasure and information
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- appreciate our rich and varied literary heritage
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate
Our Approach to Reading:
The National Curriculum for English states that, ‘Reading widely and often opens up a treasure-house of wonder and joy for curious minds.’ Here at Town Field, we pride ourselves on children become active, critical readers and promote reading for enjoyment across all key stages.
Whist developing reading for pleasure through a text-lead approach to teaching, children are also developing skills in stamina, fluency and comprehension needed to become an effective reader in a range of subject areas.
A wide ‘diet’ of reading is provided for our children at Town Field including whole class guided reading, shared reading, individual reading and group reading. We consider storytelling and the sharing of stories to be the keystone to develop the enjoyment of reading as well as modelling fluent reading and comprehension skills therefore plan in a shared reading experience each day from nursery right up to year 6.
Each year group takes part in an ‘Author Study’ each term where children are introduced to novels and story books written different age-appropriate authors. This is to support children in making a wider choice when it comes to books they might be interested in as well as reflecting on different author styles of writing and genres of books.
Author Study Overview
There is also a set of ‘Core Books’ that each year group supports the children in accessing through class readers, home readers or guided work.
At Town Field, children reflect in their reading habits, accomplishments and next step by completing their ‘Reader on a Page’. Reader on a Page, supports children in having a discussion about their preferred authors, home reading challenges and which books they might like to read in the future. It is also a place where children’s reading accomplishments can be celebrated.
It is essential for children to practice reading regularly to become fluent readers and comprehenders, therefore, reading at home to support the development of these skills is vital. Each week reading with, alongside or to your child three or more times a week will support their development as they move through school and enable them to become confident and wide readers. Each class supports and promotes reading at home through challenges such as ‘Read Around The World’, where children can earn stickers, certificates and prizes when they read at home.
Our Approach to Phonics
Below is further information on how you can support at home and most importantly a useful guide on how to pronounce each sound!
Text-led Approach to Writing
The school have adopted a text-lead approach to the teaching of English which immerses pupils in quality, age-appropriate texts, hooking pupils in increasing engagement and enjoyment and ensuring that children have quality outcomes from their learning. By using this approach, all aspects of the English curriculum are taught through the text and pupils use and apply skills and understanding in spelling and grammar, reading and writing to make accelerated progress.
Texts are selected by pupils and teachers ensuring they are age-appropriate, have opportunities for writing and to develop vocabulary. These also form the basis for our cross-curricular medium term plans. The English leaders monitor coverage of genres in reading and writing and ensure pupils receive a broad and balanced curriculum through this approach. We make sure writing is purposeful so that pupils understand the context and the audience that their writing is for.
We hope that through Quality First Teaching and Learning (using a range of different strategies) that our pupils will aspire to authors of the future.