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Reading at Perryfields Infant School

Intent

·        We aim for our children to become enthusiastic readers developing a love of books from a variety of genres and to read for pleasure and enjoyment. 

·        We aim to develop independent and reflective readers who are able to make their own choices and preferences. 

·        We aim for all our children to develop as confident, fluent readers with good comprehension skills who read for pleasure as well as being able to access all areas of the curriculum. 

·        We are fortunate to have a well-resourced library where children from all classes are able to borrow both fiction and non-fiction books to read at home.

·        Children have the opportunity to access online fully decodable Rocket Phonics fiction and non-fiction books to read at home.

·        Reading books are coloured banded and matched to children’s phonics and reading ability.  

·        Each class has a termly author focus and themed book corners.  

·        Each week opportunities for shared reading, guided reading and independent reading are planned. 

·        Across the school the Rocket Phonics scheme is taught systematically during daily sessions.  

·        Reading materials shared in class each week are recorded on the planning.  

·        Parents are actively encouraged to support their child’s reading.  Reading workshops are held to equip parents/carers have the necessary skills to support their children. A school reading competition takes place week between the classes. Children collect class points each time they read at home and school. The class with the most points receive a suitcase filled with a range of reading materials to enjoy in their classroom.  

·        We encourage children to read a variety of material, e.g. annuals, comics, recipes, atlases, brochures, talking books and the internet. 

EYFS

In Early Years:

  • Reading and phonics begins right from day 1 (information is given to parents during the induction meeting in the Welcome pack)
  • High frequency words are sent home in sets for children to practise reading at home
  • 2 x books sent home and changed weekly – 1 x decodable book, chosen by the teacher/ LSA and matched to their phonics ability and 1 x shared reading book chosen by the child to read for pleasure
  • Children encouraged to read a minimum of 5 times a week at home. A Reading Diary goes between home and school for communication
  • Rocket Phonics online books for home and school
  • A Reading/Phonics workshop for parents is held in the Autumn Term to give guidance
  • Daily discrete phonics sessions using the Rocket Phonics Scheme
  • Children read with class teacher/LSA weekly – recorded in reading diary
  • Guided reading begins in the Summer Term
  • Book corners in each classroom with an author focus
  • Outdoor reading dens and books
  • Quality texts chosen each term/half term
  • Phonics/word walls in classrooms
  • Independent reading/phonics activities set up in the classroom
  • Books to read each week are put onto the plan and teachers/LSA share a book each day

The order of skills & knowledge

  • Follow Rocket Phonics
  • Use guidance from Development Matters and the Perryfields English Curriculum Document

How and when we assess

  • Ongoing assessments are made by adults reading with child
  • Letters and Sounds assessment – half termly
  • High frequency words assessment – half termly
  • Data is recorded on the Early Years Data Spreadsheet every term

By the end of the year, we expect:

  • Children to begin to use the correct terminology, e.g. digraph, phoneme, author, title, illustrator
  • Read all FS High frequency words
  • Be able to segment and blend all the Phase 2 and 3 sounds
  • Answer simple questions about a story/recall main events
  • Talk about a favourite story
  • Know some stories by heart
  • Enjoy reading/listening to stories

Children who do not meet Age Related Expectations are supported by:

  • Adaptations within lessons/LSA support
  • Reading more often (daily if possible)
  • Phonics support groups
  • Meetings with parents

Year 1

  • Phonics daily following the Rocket Phonics Scheme ( and when preparing for the phonics screening check 2 or 3 times a day) with revision of sounds covered at intervals throughout the year
  • Common Exception Words sent home for children to practise reading
  • 2 x books sent home and changed weekly – 1 x decodable and 1 x shared read.

The decodable book is chosen by teacher/LSA and matched to the phonemes the child knows. Shared reading book chosen by child from the library (colour banded to suit the ability of child)

  • Children are encouraged to read a minimum of 5 times a week at home. A Reading Diary goes between home and school for communication
  • Rocket Phonics online books are available for home and school
  • A Reading/Phonics workshop is held for parents in the Autumn Term
  • Reading is sometimes through Guided reading from the Autumn Term, in ability groups. This is recorded in reading diary.
  • 1:1 reading is still carried out during assessments weeks and at other times, as appropriate to the child
  • There are book corners in each classroom with an author focus
  • Word walls/spellings/phonics displayed in classrooms
  • Books to read each week are put onto the plan (year groups decide on texts and authors) and teachers/LSA share a book each day, using a visualiser to share stories
  • Children are given opportunities to read in class in other subject areas 

The order of skills & knowledge

  • Follow Perryfields English Curriculum objectives 
  • Sequence of Rocket Phonics books 4-6
  • Common exception words are practiced every week, through morning work when the children enter the classroom, as well as during lessons

How and when we assess

  • Ongoing assessment and record keeping is made when reading with a child
  • Phonics assessments half termly
  • English Curriculum assessments made termly and recorded in FFT where they can be accessed by leadership
  • Phonics Screening Check is held in June (with a practise test in the Spring Term)

By the end of the year we expect children to:

  • Know some stories and poems by heart
  • Read all Year 1 Common Exception Words
  • Confident with phase 4 and 5 sounds and read words with s, es, ing, ed, er, est.
  • Begin to read with expression
  • Retell a story in the correct order
  • Begin to develop fluency – decoding quickly without overt sounding out and blending
  • Use punctuation, illustration, context to get meaning from the text
  • Read with understanding and answer questions about what they have read
  • Made a prediction about what might happen next
  • Read for enjoyment and pleasure

Children who do not meet Age Related Expectations are supported by:

  • More frequent 1:1 reading
  • Adaptions are written on daily plan
  • LSA/Teacher support groups for phonics
  • Meetings with parents to enable them to support children at home

Year 2

  • Spelling and Grammar daily through Rocket Phonics
  • Common Exception Words sent home for children to practise reading/writing
  • 2 x books sent home and changed when needed. Children visit the library and choose and change books independently.
  • Children who did not meet expectations for Year 1 Screening continue to take 1 x decodable and 1 x shared read (colour banded)
  • Children encouraged to read a minimum of 5 times a week at home. A reading diary goes between home and school for communication
  • Rocket Phonics online books are available for home and school
  • Guided reading takes place from the Autumn Term in ability groups and is recorded in reading diary
  • 1:1 reading still takes place during assessments weeks
  • Book corners in each classroom with an author focus
  • Word walls/spellings/phonics are on display in classrooms
  • Books to read each week are put onto the plan and teachers/LSA share a book each day, using a visualiser to share stories
  • Children are given opportunities to read in class in other subject areas 

The order of skills & knowledge

  • Follow Perryfields English Curriculum reading objectives
  • Rocket Phonics sequence followed, completing book 6 and then continuing through following books
  • Year 2 Common Exception Words

How and when we assess

  • Ongoing assessment and record keeping when reading with a child
  • Formative assessment – KS1 Reading Paper 1 and 2 Tests (Practise Spring Term and Test in Summer term)
  • Phonics assessments half termly
  • Data drop on FFT (termly)
  • Year 2 Phonics Re-screening Check – June

By the end of the year we expect children to:

  • Be confident with all phonics taught
  • Read words with suffixes
  • Read all Year 1 and 2 common exception words
  • Be familiar with and be able to retell a range of stories
  • Made a prediction based on what has happened so far
  • Discuss stories and make links between books/authors
  • Read with pace and fluency
  • Be able to answer questions about what they have read both written and orally
  • Make inferences about characters, settings and events
  • Check that the text makes sense when they read and self-correct
  • Enjoy reading for pleasure and enjoyment

Children who do not meet ARE are supported by:

  • Reading 1:1 more frequently
  • Adaptions are written on daily plan
  • LSA/Teacher support groups in phonics and hover support in lessons involving reading
  • Phonics support groups for those children to didn’t pass the Year 1 Phonics Rescreening Check 

 

Writing at Perryfields Infant School

Intent

Our Intent is for children to – 

·       engage, inspire and motivate our children to become independent and creative, writers

·       become confident at spelling and be able to spell CEW, high frequency words and demonstrate a good understanding of spelling rules taught in FS and KS1.

·       to punctuate their writing accurately and write using grammatically accurate clauses

·       develop a positive attitude to writing and write with confidence, stamina and purpose   

·       have access to a high-quality English curriculum that is both challenging and enjoyable, and builds progressively upon previous learning. 

·       build writing skills through carefully planned teaching sequences.

·       respond to teacher feedback to improve their writing.

·       develop a legible, cursive handwriting style.

·       access quality texts, resources and class environment to inspire writing.

To achieve this intent, our English Curriculum outlines learning objectives covered by all year groups across the school.  

All this will ensure that they are ready for the next stage in their education. 

EYFS

In Early Years:

  • Writing begins alongside the teaching of Rocket Phonics. Children learn to segment to spell decodable words using their phonic knowledge and learn to spell HF words/tricky words. These are sent home in sets for children to practise reading/spelling at home.
  • Begin EWI (Early Writing Instruction) at the end of the Autumn term/ beginning of Spring term (depending on the cohort).
  • Daily phonics sessions (booklets) and 3x week EWI lessons (separate book)
  • Handwriting –formal 1 x a week (Fine motor activities for specific children 1x a week)
  • Spellings on Spelling Shed
  • Words of the week
  • Weekly newsletter to parents stating current phonics
  • Handwriting homework
  • Spelling badge for those children who can spell HF words
  • Independent writing areas in the classroom and outdoor area
  • Lots of opportunity for talk – Learning familiar stories by heart
  • Word mats/alphabet cards on tables
  • Talk Boost – 10 weeks (for identified children)

The order of skills & knowledge:

  • Follow Rocket Phonics Scheme
  • EWI is introduced end of the Autumn term/Spring term
  • Use guidance from Development Matters
  • Perryfields English Curriculum /Perryfields Reception Progress Tracker

How and when we assess

  • Rocket Phonics assessment – half termly
  • Observations in Learning Journeys
  • Baseline and Early Years Framework (Sept 2021)
  • Guidance from New Development Matters (Sept 21)
  • Pupil Progress reviews (termly)
  • Ongoing formative assessment by adults in continuous provision (independent activities)
  • Early Years Data Spreadsheet

By the end of the year we expect:

  • Children to begin to use the correct terminology, e.g. letter names, digraph, phoneme etc
  • Spell CVC words
  • To write a simple sentence independently, sometimes using a capital letter and full stop
  • To form  letters correctly
  • To use spaces between words
  • To achieve the relevant ELG’s (early Learning Goals)

Children who do not meet ARE are supported by:

  • Adaptations within lessons/LSA support
  • Support sessions during assembly time

Year 1

In Year 1 the children have:

  • EWI at least 2 x a week to reinforce sentence structure (Rocket Phonics Reading Days)
  • Common Exception Words (CEWs) and phonics morning challenges
  • Cross curricular/topic-based writing
  • Rocket Phonics daily in some form (In preparation for phonics screening check 2 or 3 times a day) – Revision of Rocket Phonics/Alien words
  • Objectives taken from Perryfields English Curriculum/objectives planned out in Looking Ahead plan.
  • Lessons sequenced to build up skills/vocabulary taught
  • Range of genres (when secure with sentence structure)
  • Use children’s ideas to generate what is going to be taught to incorporate into topic.
  • Handwriting session at least 1x a week
  • Big Write 1x a half term at least
  • Star writer to encourage/motivate/celebrate writing
  • Opportunity to edit work – Purple Polish
  • Rocket Phonics Sound mats on tables
  • Rocket Phonics alphabet cards on tables
  • Word mats/word banks/CEW words on tables
  • Words of the week
  • Objective is highlighted green/blue
  • Specific spellings highlighted in blue
  • Writing targets in marking
  • Spelling shed - weekly spellings practice given as homework
  • Working walls reflect current learning
  • Writing moderation internal/external
  • Hand /wrist exercises, pencil grips/ slanted boards to improve writing stamina

The order of skills & knowledge

  • Follow English Curriculum objectives
  • Rocket Phonics
  • Perryfields handwriting scheme

How and when we assess

  • Phonics – half termly
  • English Curriculum assessment grids referred to half termly
  • Formative assessment
  • CEW half termly
  • Pupil progress reviews (termly)
  • Self and peer assessment

By the end of the year we expect children to:

  • Spell words from Year 1 Rocket Phonics Scheme
  • Spell most Yr1 CEW correctly (spelling badges)
  • Write legibly
  • Use conjunction and to join ideas
  • Use capital letters and full stops consistently
  • Spell words with suffixes –ed, ing, er

Children who do not meet expectations are supported by:

  • Booster groups e.g. small group with LSA in phonics sessions or e.g. morning session during registration
  • LSA hover support during lessons/additional resources
  • Adaptions are written on daily plan
  • Meetings with parents
  • Precision Teaching
  • Individual curriculums where indicated

Year 2

In Year 2 the children have:

  • Rocket Phonics Next Steps daily/ 3 x Year 2 CEW
  • Children’s ideas are incorporated into planning, e,g. Theme Space was used when choosing a Power of Reading text for writing (Man on the Moon by Stephen Bartram)
  • Handwriting 1x a week following Perryfields Scheme
  • Range of genres taught linked to topic
  • Objectives come from English Curriculum
  • Lessons in sequence
  • Big Write opportunity at least half termly
  • Opportunity to edit and improve work – Purple Polish (using Visualiser)
  • Literacy morning challenge work
  • Words of the week/key vocabulary displayed
  • Star writer to encourage/motivate/celebrate writing
  • Rocket Phonics sound mats/Word mats/word banks/ CEW words on tables 
  • Marking- green/blue highlighting
  • Working walls – reflect current learning
  • Spelling Shed - practise the weeks spelling patterns/also on paper homework
  • Writing moderation internal/external
  • Spelling champions/trained to use dictionaries
  • Hand /wrist exercises, pencil grips/ slanted boards to improve writing stamina

The order of skills & knowledge

  • Rocket Phonics Next Steps
  • Skills taught in terms from English Planning Kit- broken up into weekly objectives on Looking ahead
  • Spelling rules/Grammar taken from English Curriculum (Grammar lessons)
  • Year 2 CEW /Super Spellers (challenge for more able spellers)

How and when we assess 

  • Formative assessment – KS1 Tests
  • CEW spellings half termly
  • Pupil progress reviews (termly)
  • Teacher assessment framework for KS1 used
  • assessments saved on FFT each term
  • Peer and self -assessment

By the end of the year we expect:

  • Spell most Yr2 CEW correctly (spelling badges). GD –super spelling challenge
  • Write legibly/joined
  • Use conjunctions
  • Most sentences punctuated accurately
  • Spell words with suffixes
  • Accurate present/past tense
  • Write with stamina
  • Expanded noun phrases
  • Using features of the taught genre
  • Enjoyment/motivated

Children who do not meet expectations are supported by:

  • Booster groups during assembly times
  • LSA hover support during lessons/additional resources
  • Adaptions are written on daily plan
  • Meetings with parents – Word lists sent home
  • Bespoke Spelling Shed lists
  • Precision teaching
  • Individual curriculums where indicated
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