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De Lucy

De Lucy

Reading and Scheme

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. We understand that good teaching of phonics underpins early reading and therefore reading materials are closely matched to learners’ phonic knowledge.   We are currently in the process (Spring 2 2022) of moving over from using the Letters and Sounds document for the teaching of phonics to an accredited scheme: Little Wandle Letters and Sounds Revised.

Early Years Foundation Stage (Nursery & Reception)

In the Early Years, children are immersed into a world of stories and fiction texts. Language development underpins the whole EYFS curriculum and texts are carefully chosen to support this. In Nursery, children regularly participate in activities that develop their phonological awareness and we ensure that children are not only able to articulate and distinguish between different sounds before entering Reception, but that they can also orally blend and segment.

In Reception, phonics is taught daily and opportunities to reinforce and apply what they have learned are threaded through the continuous provision. ‘Keep up’ groups run alongside the daily lessons to ensure that gaps in learning do not widen.  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 1 (Years 1 & 2)

*As we transition over to Little Wandle Revised Letters and Sounds, we will also adopt their approach to the teaching of reading. Resources have been purchased to support this and we will start the implementation in Reception at the end of Spring 2. This section of the website will be updated once Year 1 and 2 are using this approach.

In Key Stage 1, guided reading takes place daily and all groups read with an adult at least twice a week. Children are grouped by ability and the focus of the sessions is differentiated to match the needs of each group. We identify children who are falling behind and these children read daily to an adult.

Phonics is taught daily in Year 1 and additional ‘keep up’ sessions run every afternoon. The children are grouped by reading ability and are regularly accessed.

We do not favour one particular reading scheme for our guided reading texts. We use a range of books from different schemes such as: Rigby Star, Oxford Reading Tree, Oxford Fireflies, PM books, Project Code X and Collins Big Cat.

Our reading scheme books are organised into colour bands and, within each colour band, the books are graded using Reading Recovery levels. See the table below to explain the banding for each year group.

Colour band

RR Levels

Year Group

Lilac (no words)

0

Reception

Pink

1, 2

Reception

Red

3, 4, 5

Reception/Year 1

Yellow

6, 7, 8

Year 1

Blue

9, 10, 11

Year 1

Green

12, 13, 14

Year 1

Orange

15, 16

Year 1

Turquoise

17, 18

Year 2

Purple

19, 20

Year 2

Gold

21, 22

Year 2

White

23, 24

Year 2

Lime

25, 26

Year 2/Year 3

Brown

27, 28

Year 3

Grey

29, 30

Year 4

Once the children are reading at Reading Recovery 30, grey band, they are classed as ‘free readers.’ They then choose their own texts to read during independent reading time and at home.

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.

Impact

 End of KS2 reading results

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.

3 Year Trend

2019

Official National SATS

 

2020

Based on predictions March 2020

 

2021

Internal SATs

 

 

School

2019

National

2019

School

Predictions

March 2020

National

2019

School

Internal

June 2021

National

2019

% EXS

72% 

 73%

 84%

 73%

 75%

 73%

% GDS

22% 

 27%

 47%

 27% 

 38%

 27%

How parents can help

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. Please see below for expected reading times at home:

Year Group

Reading Time

What should this look like……

Nursery

10 minutes

Bedtime story – 10 mins

Reception

15 minutes

Bedtime story – 10 mins

Reading book – read to adult/sibling

                          – 5 mins

Year 1

15 minutes

Bedtime story – 10 mins

Reading book – read to adult/sibling

                          – 5 mins

Year 2

20 minutes

Bedtime story – 10 mins

Reading book – read to adult/sibling

                          – 10 mins

Year 3

25 minutes

Story with adult – 10 mins

Reading book – read to adult/sibling

                           – 15 mins

Year 4

25 minutes

Story with adult – 10 mins

Reading book –  read to adult/independently  -15 mins 

Year 5

30 minutes

Story with adult – 10 mins

Reading book –  read to adult/independently  -20 mins 

Year 6

30 minutes

Story with adult – 10 mins

Reading book –  read to adult/independently  -20 mins 

Partnership Links - Wandle English Hub

We have recently joined the Wandle English Hub and will be working with them in 2021-22 to strengthen our reading and phonics provision.

https://wandleenglishhub.org.uk/

Policies

 

Subject Leader

Mrs Richardson

Updated 25th February 2022

Noticeboard

 

We are still limiting parent access to the school office.