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De Lucy

De Lucy

Reading and Phonics

Intent

At De Lucy, our aim is to ensure all children develop into fluent, confident readers, regardless of their starting points.  We recognise that reading underpins the whole curriculum and want our children to be able to use their reading skills to access all areas of learning; reading should not be a barrier to learning. Through being immersed in good quality texts, which are carefully chosen to reflect our school community, we want all pupils to develop a love of reading that extends beyond the classroom. We aim to equip all children with skills they need to access secondary education and ultimately to succeed in life.

Implementation

Our teaching of reading has been carefully considered from Nursery through to Year 6. All staff have a clear understanding of the approaches we adopt in different Key Stages to ensure that our children learn well and develop an enjoyment for reading. We are rigorous in our approach and any barriers to learning are identified quickly.

Early Years Foundation Stage & Key Stage 1

We understand that good teaching of phonics underpins early reading and therefore reading materials are closely matched to learners’ phonic knowledge.  We teach early reading and phonics through the  accredited scheme: Little Wandle Letters and Sounds Revised.

Please see Little Wandle Early reading and phonics policy at bottom of page.

In addition to what is in the policy, we recognise the importance that the prime areas play on reading and buy into additional speech and language support to enable speech barriers to be removed.

Key Stage 2 (Years 3-6)

When ready, children in KS2 move into whole class reading.  Texts are carefully chosen to reflect the cohort and promote enthusiasm and engagement. During these sessions, children read and discuss key themes and issues whilst also developing their comprehension.

Children who are not ready for whole class reading, continue with the guided model to enable them to work on their fluency and comprehension skills. Additional adults target these groups so children are able to accelerate progress towards age related expectations.

Story times

In addition to guided and whole class reading, a great importance is placed on quality whole class story times. These are timetabled daily and provide children with access to more challenging texts. Again, these texts are also chosen to reflect the cohort and the interests of the children.

Story Share - Nursery and Reception

Every Friday, we invite parents to come in and stay for a story time. This not only promotes an enjoyment for reading but also models to parents and carers how we read share stories with children. Children start by reading stories with their parents and carers, the class teacher then reads a story and any important updates for reading are shared.

Impact

Phonics Screening Check (KS1)

The phonics screening check assesses children on how well they can decode certain words. Decoding means sounding out an unfamiliar written word. To do this, children will need to be able to recognise letters and the sounds that they represent. This is an important part of achieving reading fluency. If children don't reach the expected standard by the end of Year 1, they are re-asessed at the end of Year 2.

2018 2019 2022
School England School England School England
Year 1 % working at expected standard (WA) 79% 82% 86% 82% 73% 75%
% WA by the end of Year 2 91% 92% 88% 91% 83% 87%

Due to Covid-19, there was no Phonics Screening Check carried out in 2020 and 2021.

End of KS2 reading results

In the summer term of Year 6, Year 6 pupils undertake a formal reading assessment, which provides a scaled score. Any child who scores 100+ reaches expected standard. If child scores 110+, this is considered to be at the higher standard.

 

2019

2020

 

2021

 

2022

 

School

2019

National

2019

School

Predictions

March 2020

National

2019

School

Internal

June 2021

National

2019

School

National

% EXS

72% 

 73%

 84%

 73%

 75%

 73%

78%

75%

% GDS

22% 

 27%

 47%

 27% 

 38%

 27%

18%

28%

Av scale score

104

104

N/A

N/A

N/A

N/A

104

105

Due to Covid restrictions official SATs assessments did not take place in 2020 and 2021. As part of our school assessment procedures internal SATs assessments took place using existing SATs papers. All assessments were carried out following 2019 government assessment guidance for schools.

How parents can help

Reading

Parents can support their children’s reading development in a number of ways:

  • Reading regularly to your children or, as they become fluent readers, sharing a book with them, is crucial for language development. This enables children to explore a wider range of words that they would not be able to access independently. 
  • Vocabulary development is crucial to children’s reading progress. As simple as it sounds, regularly talking to your children also supports this. You can talk to them about what they have been learning, their interests, what they have read or anything else they want to talk about!
  • Listening to your child read/encouraging them to read independently. Parents should ensure that their children read every evening from Monday to Thursday and once over the weekend. 
    Reading at home page

Phonics

The resources on this Little Wandle Letters and Sounds page will help you support your child with saying their sounds and writing their letters. There are also some useful videos so you can see how they are taught at school and feel confident about supporting their reading at home.

Little Wandle Letters and Sounds resources for parents

Partnership Links - Wandle English Hub

In 2022, we joined the Wandle English Hub to provide external validation in our teaching of phonics and early reading. An initial audit was carried out in Summer 2022, to enable partnership this academic year.

https://wandleenglishhub.org.uk/

Policies

 INSERT WANDLE POLICY

Subject Leader

Mrs Richardson

Updated 14th March 2023

Noticeboard

Terms dates for 2023-2024 have been published and can be found on our websiteTerm dates