William Levick Primary School

William Levick
Primary School

Reading and phonics

Intent: At William Levick, we equip children with strong literacy skills, enabling them to become confident, fluent and enthusiastic readers. The intent is to foster a lifelong love for reading, empowering children to comprehend and analyse a wide range of texts. Our curriculum map for reading can be found here. Further details about reading in our Foundation Stage can be found here.

 

Impact: The teaching of reading aims to instil a love for reading in children while developing their phonics skills and reading comprehension abilities. By following a systematic and consistent approach in a supportive learning environment, children are empowered to become confident, fluent readers who can effectively understand a variety of texts.

Implementation: Teaching reading at William Levick, aligns with the National Curriculum and primarily begins with children developing excellent phonic skills through a systematic and consistent approach during the Foundation Stage and KS1. By implementing the validated scheme 'Supersonic Phonic Friends' Systematic Synthetic Phonic (SSPF) Programme, children engage with child-friendly characters and illustrations that children find enjoyable. The scheme allows children to apply their acquired phonics skills to their own reading and writing, building their confidence, independence and self-assurance in their literacy abilities.

 

Phonics:

At William Levick Primary School, we are very proud to be following the ‘Supersonic Phonic Friends’ Systematic Synthetic Phonic (SSP) Programme. Supersonic Phonic Friends ensures that the teaching of phonic phases across EYFS and KS1 is consistent and taught with fidelity. This is a validated SSP Programme with the DfE.

This programme is a fully systematic, synthetic phonic approach ranging from the simple to the complex spellings of the alphabetic code. Supported by their Supersonic Phonic friends, this approach will ensure children develop confidence and apply each skill to their own reading and writing.

Child friendly characters and illustrations underpin the whole scheme. Rhyming phrases are consistently repeated each day and lessons are taught with rhythm and pace. The children (and adults!) find it fun, engaging and enjoy the different actions. Have a look at this video for some of our children sharing their learning!

 

Reading:

As children progress through the school, the reading curriculum transitions to guided reading, followed by whole-class reading in Key Stage 2 (KS2), catering to their advancing literacy needs. Books selected for reading are challenging yet captivating, capturing the interest and imagination of the children.

Teachers employ various strategies to develop reading skills. In the early stages, phonics instruction helps children decode words, enabling them to read with accuracy. As children progress, guided reading sessions provide opportunities for targeted support and practice, allowing teachers to assess individual progress and tailor instruction accordingly.

The learning and understanding of spellings is supported by the use of the 'Spelling Shed' scheme. Spelling Shed's approach to spelling involves the relationship between sounds and written symbols as well as using morphology to help spell through meaning. The carefully selected word lists and engaging activities provide opportunities to incorporate phonics and meaning to strengthen spelling skills and build vocabulary acquisition. An outline of Spelling Shed can be found here.

Whole-class reading sessions promote a collaborative learning environment, where children explore and discuss texts together. Teachers facilitate reading comprehension skills through focused discussions on vocabulary, information retrieval, inference, prediction, explanation, and summarise the information they encounter. These discussions encourage critical thinking and develop children's ability to understand and analyse texts at a deeper level.

Teachers carefully select a wide range of reading materials, including both fiction and non-fiction texts, to cater to diverse interests and expand children's literary experiences. By incorporating engaging books, children are motivated to explore different genres and develop a passion for reading.

Regular assessment and monitoring of children's progress inform instructional decisions, allowing teachers to identify areas that require further support and intervention. Differentiation ensures that the needs of all learners are met, and additional resources or interventions are provided as necessary.