Reading & phonics

Teachers create a positive reading culture in school, so that it is enjoyed by all pupils. Pupils in EYFS and KS1 have daily phonics sessions, following a systematic synthetic phonics programme. We use Little Wandle Letters and Sounds as our validated phonics scheme.

There is a combination of a whole class and carousel guided reading sessions in KS1 and whole class guided reading sessions in KS2 where reading comprehension skills are explicitly taught, practised and consolidated for mastery. Texts are often chosen to increase the children’s knowledge and understanding of the topics being taught in History, Geography and Science.

We use book banded reading books that include fiction, non-fiction and poetry titles to ensure books are at the appropriate level for children so they can develop and practise their reading skills.

Children are encouraged to read independently and regularly to grow their enjoyment in reading whilst also developing their vocabulary through the texts they read and have had read to them. We maximise opportunities for pupils to read across the curriculum. Teachers read regularly to their class as part of a non-negotiable story time session..

Phonics

Reading and spelling walk hand in hand together; segmenting and blending are inverse operations. Therefore, we use the linguistic phonics programme, Sounds-Write, to teach both throughout the school.

The children are taught to both read and spell through explicit teaching and practice of a variety of skills and concepts:

Skills

• Blending

• Segmenting

• Phonic Manipulation

Concepts

• letters are symbols that represent sounds

• sounds can be spelled using 1,2 3 or 4 letters

• the same sound can be spelled in more than one way (rain, break, gate, stay)

• many spellings can represent more than one sound (head, seat, break)

‘Pupils are pleasant,
polite and respectful. Attendance is above
average.’

OFSTED comments

‘The headteacher and governors have high expectations of staff and pupils.’

OFSTED comments

‘The enhanced provision, The Bridge, is making a significantly positive contribution to pupils’ ability to self-manage their needs.’

OFSTED comments

‘Staff morale is high and there is a shared sense of purpose and a desire for all pupils to
achieve their full potential.’

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‘Parents value the school’s work highly. They believe the school is well led and indicate that the new headteacher has improved the school and that staff are supporting their children well.’

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‘Pupils participate in competitive sports, such as cross-country, squash and football, as well as winning local dance competitions.’

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‘The primary school physical education and sports funding is used very well.’

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‘Pupils engage effectively in learning and enjoy school.’

OFSTED comments

‘Pupils make a good contribution to their learning.’

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‘There is full engagement by the school in a local sports partnership. Pupils say that they
enjoy sport.’

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‘All pupils spoken to say they are safe in school and they enjoy school.’

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‘Children settle quickly into Reception and make good progress because of good leadership and
good teaching.’

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‘The school’s enhanced provision for those pupils who have special educational needs
(SEN) and/or disabilities is a strength of the
school,’

OFSTED comments

‘The special educational needs coordinator identifies the needs of pupils very accurately and makes sure strong provision is in place to meet pupils’ needs.’

OFSTED comments

‘Pupils study a wide range of subjects and have a good range of additional activities to
broaden their experiences.’

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‘Teachers ask supplementary questions to make sure that pupils have a full understanding of the work they are doing and are making good progress. ‘

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‘The curriculum offers many exciting opportunities for learning.’

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‘The headteacher has made sure that senior leaders, and middle leaders, have had very
effective training’

OFSTED comments

‘Teachers’ skilful questioning is used well, especially in guided reading and in mathematics to deepen pupils’ learning.’

OFSTED comments

‘Teachers assess pupils’ work accurately and use their good subject knowledge to plan
interesting tasks that engage pupils well.’

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‘Governors make a strong contribution to the development of the school.’

OFSTED comments

‘Parents and carers have a very high level of confidence in the work of the school.’

OFSTED comments

‘The extra funding for those pupils who have SEN and/or disabilities is used highly
effectively.’

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‘Astute use of professional development and support for staff has resulted in good teaching.’

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‘The school promotes spiritual, moral, social and cultural education very well.’

OFSTED comments

‘Currently, pupils, including disadvantaged pupils, develop good skills and knowledge in reading,
mathematics and a wide range of subjects. ’

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‘The local authority has a clear picture of the development of the school and has supported this school securely on its journey of improvement.’

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‘Pupils take part in
visits to places of interest that then contribute
very well to their learning.’

OFSTED comments

‘An analysis of pupils’ work by inspectors showed good gains in knowledge, skills and
understanding in reading, mathematics and a wide range of subjects.’

OFSTED comments

‘School leaders
and governors are passionate about pupils’ achievement and personal development. ‘

OFSTED comments