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Phonics and Reading at Parkwood


How We Teach Reading at Parkwood Academy

We use phonic teaching as a core approach to the teaching of early reading and spelling alongside the development of reading comprehension skills and developing a love of reading in our children.

We use Letters and Sounds as the core scheme, supported by the LCP planning framework.  On introduction of the letter sounds in the foundation stage, jolly phonics actions are taught to supplement a multi-sensory approach.  Planning is undertaken on the agreed format and shows evidence of new learning and not just consolidation. At KS1 and Reception phonics is taught twice daily. Progress is tracked through the completion of a phonic tracking grid each term.

We encourage the development of Literacy skills in the Nursery and Reception classes as this is part of the Early Years foundation Stage.  We relate the literacy development of the children to the objectives in the ‘Early Outcomes’ document and the Early Learning Goals.  The children’s learning includes letter and sound recognition, word building and word recognition as part of their phonic, spelling and handwriting development.  This is supported by space themed reading, sound and spelling cards which children are encouraged to learn both at home and at school.  Weekly homework in Foundation Stage includes consolidation and application of phonic skills.  Early Years practitioners will support parents to become partners in their child’s learning.

At KS2 phonics is taught where appropriate and spelling skills are then taught during a twice weekly timetabled session. Gaps in phonic skills are addressed through the delivery of targeted interventions by trained LSAs and class teachers. All classes from Reception to year 6 have an additional timetabled daily session where guided reading is taught. All class teachers and LSAs have received training to deliver this effectively.

We do not have a singular reading scheme, but a range to ensure children can access a wide breadth of literature from an early age. We use a combination of decodable texts from a range of accredited schemes in Reception and KS1 to allow children to practice their decoding skills during phonic sessions, guided reading sessions and at home. These are made up from;

 Oxford Reading Tree

 Floppy’s Phonics

 Rigby Star Phonic Bug Club

 Collins Big Cat phonics

As our children progress through the school they have more opportunities to read a widening range of texts so as to broaden their knowledge and understanding. Whilst children develop the independence to choose their own reading books, the books are colour banded to ensure progression. For children learning to decode, Oxford Reading Tree and the Collins scheme make up the majority of literature available. For those who are becoming more fluent readers, the selection widens to include a variety of popular authors and a wide range of text types.

We also promote reading for enjoyment. Throughout the school, children participate in activities that develop confidence and motivation so that they will want to read. They are taught through a range of activities that reading is enjoyable and communicates meaning. There is a library reading incentive scheme which encourages children to be heard read by an adult at home on a daily basis.