Heyes Lane Primary School

In Nursery children are introduced to Phase 1 where they learn to identify sounds and rhyming patterns.

In Reception Little Wandle (Revised Letters and Sounds) is used to teach systematic synthetic phonics. Children learn new sounds each day and develop blending skills to read words. They read a fully decodable reading book linked to these sounds 3 times a week in their reading practice sessions. These sessions also develop prosody and comprehension skills.

In Year 1 Little Wandle (Revised Letters and Sounds) continues and develops the children’s knowledge of systematic synthetic phonics. Reading practice sessions continue three times a week for each child and the fully decodable books progress through to Phase 5. Prosody and comprehension skills continue to be taught at each child’s phonic level.

In Year 2-6 children read a book banded at their reading level. At Heyes Lane we acknowledge individual children’s reading ability will develop at a different pace, we promote fluency and consolidation by re-reading and re-visiting texts. Book bands are carefully mapped to year groups to provide progression as children develop in their reading skills.

We develop a strong home/school partnership from the outset, where children are encouraged to read every night and this is closely monitored. In Reception and Year 1 children take home their Little Wandle (Revised Letters and Sounds) fully decodable book at the end of the week, alongside the school star book which is for children to practise unfamiliar words and comprehension skills with their parents. Each child also has access to our school library and takes home a book on a weekly basis. In Year 2-6 children take home their book banded reading book and are encouraged to read both independently and with an adult.

1a draw on knowledge of vocabulary to understand texts

1b Identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information

1c Identify and explain the sequence of events in texts

1d make inferences from the text

1e predict what migh happen on the basis of what has been read so far

2a Give/explain the meaning of words in context

2b Retrieve and record information / identify key details from fiction and non-fiction

2c Summarise main ideas from more than on paragraph

2d Make inference from the text / explain and justify inferences with evidence from the text

2e Predict what might happen from details started and implied

2f Identify / explain how information / marrative content is related and contributes to meaning as a whole

2g Indentify / explain how meaning is enhanced through choice of words and phases

2h Make comparisions within the text

We aim to promote reading for enjoyment and as an activity which is chosen for its own intrinsic value.  We want our pupils to be surrounded by people who are enthusiastic about reading and act as excellent role models.  We endeavour to ensure our school is a place where reading for pleasure is evident and where reading is celebrated.

Our Reading Environments

Around school, reading break-out zones celebrate a love of reading.

Each class has its own selection of books containing a wide range of materials as well as a range of stories and poems.

These book corners are made cosy and inviting and maintained so they stimulate and engage children.

Our school library is used by all classes and is continually being developed to reflect the needs and preferences of our children.  Our library can be used not only for fiction but as a reference for teaching and learning across our creative curriculum.

Celebrating Reading

Reading is not only celebrated across our learning environments but takes high profile in assemblies.

We celebrate reading by taking part in National events such as World Book day.

We also invite authors and poets into school to bring the subject alive and to continue to promote a love of reading.

The school also has a reading buddy scheme where children from KS2 get to share their skills with children in EYFS and KS1.