At Westfield we believe that reading is a complex skill which contains many components. Therefore we have adopted a comprehensive, consistent approach to the teaching of these skills throughout the Foundation stage, Key Stage One and Two. We believe that reading is a valuable and rewarding experience which allows children to successfully access all areas of the curriculum. We believe that success in reading opens doors to a world of knowledge and therefore it is our aim to ensure that high quality teaching of reading is delivered.
The Teaching of Phonics
Reception children are taught the first letter sounds from the ‘Read write Inc’ programme. This is a systematic and structured way to introduce 1 phoneme (sound) per day. The sounds are taught at a rapid pace and the teaching is delivered in a multi-sensory way using continuous provision in the foundation phase to consolidate learning. Alongside the teaching of individual sounds children are taught to blend sounds together to read words. The programme uses a ‘character’ of a frog named Fred who cannot talk in words- only sounds. Therefore children have to put the sounds together to listen for a word.
Tricky words are introduced gradually as ‘red words’ as they contain sounds that do not follow the conventional spelling for that sound (for example was, the, my).
The children continue to follow the programme on the Middle Phase. Children build on the knowledge taught in the Foundation Phase. Children begin to learn set 2 sounds (the vowel sounds ay, ee igh ow oo etc) and then set 3 which teaches a different spelling of a set 2 sound.
· To promote and develop a love of reading
· To deliver a structured and consistent approach to teaching reading
· To create a strong, embedded reading culture through a rich language environment within classrooms and the wider school environment
· To rigorously monitor and assess children’s progress in reading and identify those who require extra support and intervene at an early stage
· To recognise the value of parents/carers as essential scaffolders to their child’s progress in reading