Early Reading and Phonics  

Early Reading and Phonics
Phonics – The Floppy’s Phonics scheme is used and followed throughout EYFS and KS1, taught in whole classes and using targeted interventions to enable pupils to keep up or catch up. Reading books are closely matched to this scheme until pupils are fluent with decoding words. The children then move onto reading a wider selection of texts through the Oxford Reading Tree, later progressing onto ‘free readers’ which can be chosen from the comprehensive selection of books available in the school library. This is all monitored closely through regular reading with adults in school and at home. Alongside the reading ‘scheme’, pupils are encouraged to read for pleasure and from an early age regularly take home books from the library or class reading areas so they can share them with parents and other adults.
Reading Comprehension/Guided Reading is taught through whole class reading lessons/ carousal activities, as well as through 1:1 and small group reading where appropriate. Pupils are taught how to write like a reader and read like a writer, using excellent model texts in order to develop their understanding of language and acquire a broad range of complex vocabulary.
The English curriculum at St Anthony’s is based around high quality texts, as promoting the enjoyment of literature is of paramount importance to us. The long term plan for each year group identifies the text types and whole class texts to be focused on throughout the year to ensure full coverage and balance.

Reading Curriculum Statement
Intent
As a school where we all strive to be our best, we believe that all learning should be adapted to the needs of all children (SEN, EAL, more able, disadvantaged) and that the curriculum should be carefully planned to take account of everyone in the class so that we can all ‘Do something beautiful for God, each and every day’.

For pupils to be able to read at age-appropriate levels and following age-related expectations.
 For pupils to be exposed to a variety of literature, genres and authors.
 For pupils to read daily.
 For pupils to read with an adult at least once a week.
 For pupils to read easily, fluently and with good understanding.
 For pupils to develop a love of reading for pleasure, as well as for information, by reading widely and often.
 For pupils to acquire strategies to enable them to tackle unfamiliar words when reading.
Implementation
 To create a positive reading culture in school, where reading is promoted, enjoyed and considered a pleasure for all pupils.
 For pupils in EYFS and KS1 to have daily phonics lessons.
 For Guided Reading lessons to take place daily in all classes – using groups, carousel or whole class guided reading – teaching the skills of reading with understanding. Work to be recorded in Reading Journals.
 All pupils to take reading books home frequently and read regularly at home.
 Pupils to be encouraged to read for pleasure. Time to be allowed for this in school.
 Interventions to be put in place to support any pupils who are not reading at the age-appropriate level.
 Teachers to regularly read out loud to children.
 Each class to have a reading display area to promote reading, displaying books shared with the class, book reviews etc.
 Special events – such as World Book Day and Roald Dahl Day – to be recognised and celebrated in school.
Impact
 Pupils enjoy reading regularly for information and for enjoyment.
 Pupils discuss books with excitement and interest.
 Pupils are able to retrieve information from books and texts; pupils are able to use inference and prediction when reading; pupils have a good understanding of vocabulary (which they can then use in their writing).
 Most pupils will be working at or above age-related expectations. Pupils below age-related expectations will make a good level of progress from their starting point.