Word Reading Provision Map
This document is subject to change as we continue to work as a school on curriculum development.
Recent research shows us that:
Bold Beginnings 2017 :Key findings in the most successful schools: “Reading was at the heart of the curriculum. Children read out loud frequently from carefully selected books that closely matched their phonic knowledge.” It recommended that schools should “teach reading in a systematic and structured way, building up children’s phonic knowledge and skills explicitly”. Of the schools visited “Four of the schools specifically organised their own reading books according to the sounds and letters children had been taught. This made it easy for teachers, parents and children to choose a text that was matched to the child’s growing phonic knowledge and that did not encourage a child to guess at words if they included GPCs they had not yet been taught.”
EEF Improving Literacy at Key Stage 1: Recommendation 3 “Effectively Implement a systematic phonics programme. Systematic phonics approaches explicitly teach pupils a comprehensive set of letter-sound relationships through an organised sequence. All staff involved in teaching the programme should have received training on how to deliver the programme.
Word Reading at Hindhayes: Phonics is at the heart of word reading at Hindhayes School. Over the last three years the school has worked hard to develop the teaching and learning of word reading. After careful consideration of many programmes by the senior leadership team and the triangulation of Phonic Screening Results, Phonic Learning Walks and Lesson Observations, the SLT decided that the right fit for Hindhayes was a programme called Sounds-Write. In 2016 the school provided every teacher and teaching assistant with four days of high quality professional development delivered by a Sounds-Write trainer. School reading material has purchased and carefully aligned with the programme, ensuring that children are able to access individual and group reading material that closely matches their phonic knowledge and therefore promote best progress in word reading. Tea, toast and reading in the mornings provides children with a chance to read their decodable phonic books whilst having breakfast with a parent. Interventions provide extra and targeted practice for those children who make the slowest progress (the lowest 20%).
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